NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 136 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Shih, Jeffrey C.; Reys, Robert E.; Reys, Barbara J.; Engledowl, Christopher – Investigations in Mathematics Learning, 2020
This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload. Because some of the sample is drawn from graduates of programs with NSF funding related to doctoral preparation, it represents a best-case scenario of…
Descriptors: Graduate Students, Doctoral Programs, Career Development, Mathematics Education
Peer reviewed Peer reviewed
Direct linkDirect link
Nagle, Courtney; Casey, Stephanie; Carney, Michele – Investigations in Mathematics Learning, 2020
This study explores secondary in-service mathematics teachers' professional noticing of student work on a statistical task involving informally placing a line of best fit. The manuscript describes how teachers interpreted student work on the line of best fit task, how teachers responded to the student work, and associations between their…
Descriptors: Secondary School Teachers, Mathematics Teachers, Statistics, Teacher Response
Peer reviewed Peer reviewed
Direct linkDirect link
Abassian, Aline; Safi, Farshid; Bush, Sarah; Bostic, Jonathan – Investigations in Mathematics Learning, 2020
This article presents a review of literature exploring five different perspectives on mathematical modeling in mathematics education. Because there is not a single agreed-on definition of what mathematical modeling is or how it should be done, a focused and extensive review of mathematical modeling is essential. The five broad classifications…
Descriptors: Mathematics Instruction, Mathematical Models, Teaching Methods, Social Influences
Peer reviewed Peer reviewed
Direct linkDirect link
Venenciano, Linda C. H.; Yagi, Seanyelle L.; Zenigami, Fay K.; Dougherty, Barbara J. – Investigations in Mathematics Learning, 2020
First-grade mathematics curriculum has been typically constructed to emphasize the development of whole number and operations. Topics addressed to a lesser extent include algebraic thinking, measurement, and geometry. In this research study, we suggest an alternative to this balance of topics. We compared prior research and learning expectations…
Descriptors: Grade 1, Elementary School Mathematics, Mathematics Curriculum, Algebra
Peer reviewed Peer reviewed
Direct linkDirect link
Peterson, Blake E.; Leatham, Keith R.; Merrill, Lindsay M.; Van Zoest, Laura R.; Stockero, Shari L. – Investigations in Mathematics Learning, 2020
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear…
Descriptors: Classroom Communication, Mathematics Instruction, Ambiguity (Semantics), Middle School Students
Peer reviewed Peer reviewed
Direct linkDirect link
I, Ji Yeong; Martinez, Ricardo; Dougherty, Barbara – Investigations in Mathematics Learning, 2020
This study focuses on proportional division, a specific problem type of proportions and proportional relationships, which embeds a part-part-whole relationship. We investigated how students in grades 6 to 9 solved and perceived three proportional division problems. Analysis of the students' performance on the tasks revealed three types of…
Descriptors: Division, Mathematics Instruction, Problem Solving, Misconceptions
Peer reviewed Peer reviewed
Direct linkDirect link
Thomas, Jonathan; Dueber, David; Fisher, Molly; Jong, Cindy; Schack, Edna O. – Investigations in Mathematics Learning, 2020
Teacher noticing and the related construct of professional noticing of children's mathematical thinking have proven to be fertile ground for education researchers. Professional noticing is a framework for a teaching practice consisting of three component parts: attending, interpreting, and deciding. The current study investigates the conceptions…
Descriptors: Elementary School Teachers, Middle School Teachers, Professional Development, Attention
Peer reviewed Peer reviewed
Direct linkDirect link
Campbell, Tye G.; King, Shande – Investigations in Mathematics Learning, 2020
This study explored how approximating the practice of mathematicians by communally negotiating the standards for proof mediates middle grade students' abilities to collaboratively construct mathematical arguments. Forty-seven eighth-grade students engaged in an instructional sequence wherein they, along with the instructors, negotiated communal…
Descriptors: Grade 8, Mathematics Instruction, Persuasive Discourse, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Raymond, Kate M.; Reeder, Stacy – Investigations in Mathematics Learning, 2020
Teachers' perceptions of written curriculum influence the way in which they use the curriculum. As multiple states begin to implement state specific standards, understanding the perceptions teachers may have of these standards is critical. This study used quantitative and qualitative methods to investigate the perceptions teachers had of one…
Descriptors: Academic Standards, State Standards, Mathematics Achievement, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Livers, Stefanie D.; Zelkowski, Jeremy; Harbour, Kristin E.; McDaniel, Sara C.; Gleason, Jim – Investigations in Mathematics Learning, 2020
Teacher self-efficacy and teaching practices are both related to effective teaching and learning of mathematics. Given the theoretical and empirical basis for the importance of teacher self-efficacy, we hypothesized that teacher reported self-efficacy would be positively related to teacher self-reported effective teaching practices. This study…
Descriptors: Self Efficacy, Teaching Methods, Mathematics Achievement, Elementary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Shumway, Jessica F.; Bundock, Kaitlin; King, Jessica; Burnside, Monika; Gardner, Heather; Messervy, Felicia – Investigations in Mathematics Learning, 2020
Number system knowledge (NSK) is broadly defined as the understanding of number relationships and is an essential mathematics skill for young elementary school-aged students. NSK instruction that emphasizes connections between number sense and spatial reasoning could be a critical anchor for second-grade students to stay rooted in their conceptual…
Descriptors: Elementary School Students, Grade 2, Elementary School Mathematics, Number Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Bowers, Janet; Smith, Wendy; Ren, Lixin; Hanna, Robert – Investigations in Mathematics Learning, 2019
The need to incorporate active learning (AL) in higher education has become a prominent issue discussed by major leadership organizations such as the Conference Board of Mathematical Sciences (CBMS, 2016). These calls for AL are based on a large and growing body of research documenting the correlation between AL use and reduced failure rates,…
Descriptors: Active Learning, Calculus, College Mathematics, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Shih, Jeffrey C.; Reys, Robert E.; Reys, Barbara J.; Engledowl, Christopher – Investigations in Mathematics Learning, 2019
This landmark study of doctoral graduates in mathematics education provides benchmark data that we hope will be useful to the mathematics education community. Five hundred three doctoral graduates from twenty-three institutions participated in the study with a response rate of over 90 percent. This article focuses on doctoral graduate satisfaction…
Descriptors: Mathematics Education, Doctoral Programs, Graduate Students, Doctoral Degrees
Peer reviewed Peer reviewed
Direct linkDirect link
Wilhelm, Anne Garrison; Berebitsky, Dan – Investigations in Mathematics Learning, 2019
Teachers' self-efficacy has been measured a number of ways and linked to important outcomes including teacher satisfaction, goals for students, and student achievement. However, most of these existing measures are intentionally general in their design. Given the importance of context, researchers have begun to construct more domain-specific…
Descriptors: Mathematics Instruction, Mathematics Teachers, Self Efficacy, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Kurz, Terri L.; Yanik, H. Bahadir – Investigations in Mathematics Learning, 2019
Elementary pre-service teachers in an upper-division algebra mathematics content course explored graphing through the use of Calculator-Based Rangers™ (CBRs). This study explores how they used the "Distance Match" feature of the technology to engage in algebraic thinking. Operating CBR technology, pre-service teachers' perceptions…
Descriptors: Elementary School Teachers, Preservice Teachers, Algebra, Mathematics Instruction
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10