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Alcock, Lara; Hernandez-Martinez, Paul; Patel, Arun Godwin; Sirl, David – Journal for Research in Mathematics Education, 2020

In this article, we argue that although mathematics educators are concerned about social issues, minimal attention has been paid to student-student interactions outside the classroom. We discuss social network analysis as a methodology for studying such interactions in the context of an undergraduate course. We present results on the questions:…

Descriptors: Study Habits, Undergraduate Students, College Mathematics, Social Networks

Barwell, Richard – Journal for Research in Mathematics Education, 2020

Research focused on learning mathematics in a 2nd language is generally located in individual 2nd-language contexts. In this ethnographic study, I investigated mathematics learning in 4 different second-language contexts: a mainstream classroom, a sheltered classroom for Indigenous students, a welcome class for new immigrants, and a…

Descriptors: Socialization, Ethnography, Mathematics Instruction, Immigrants

Vazquez, Salvador R.; Ermeling, Bradley A.; Ramirez, Gerardo – Journal for Research in Mathematics Education, 2020

Productive struggle--expending effort to make sense of something beyond one's current level of understanding--aids in learning mathematics concepts and procedures. In this study, we surveyed 197 parents with children in the 1st to the 5th grade on their beliefs about productive struggle. Beliefs were assessed via questionnaire and rating of a…

Descriptors: Parent Attitudes, Knowledge Level, Problem Solving, Homework

Sonnert, Gerhard; Barnett, Melissa D.; Sadler, Philip M. – Journal for Research in Mathematics Education, 2020

Students' attitudes toward mathematics and the strength of their mathematics preparation typically go hand in hand such that their specific effects are difficult to disentangle. Employing the method of propensity weighting of a continuous variable, we built hierarchical linear models in which mathematics attitudes and preparation are uncorrelated.…

Descriptors: Mathematics Education, College Mathematics, College Students, Mathematics Achievement

Czocher, Jennifer A.; Weber, Keith – Journal for Research in Mathematics Education, 2020

To design and improve instruction in mathematical proof, mathematics educators require an adequate definition of proof that is faithful to mathematical practice and relevant to pedagogical situations. In both mathematics education and the philosophy of mathematics, mathematical proof is typically defined as a type of justification that satisfies a…

Descriptors: Mathematics Instruction, Validity, Mathematical Logic, Definitions

Wiesner, Emilie; Weinberg, Aaron; Fulmer, Ellie Fitts; Barr, John – Journal for Research in Mathematics Education, 2020

Textbooks are a standard component of undergraduate mathematics courses, but research shows that students often do not view textbooks as productive resources to support learning. This article seeks to understand the factors affecting how individuals engage in reading a calculus textbook excerpt and what they learn from reading. To better…

Descriptors: Textbooks, Mathematics Instruction, College Mathematics, Undergraduate Students

Groth, Randall E.; Bergner, Jennifer A.; Austin, Jathan W. – Journal for Research in Mathematics Education, 2020

Normative discourse about probability requires shared meanings for disciplinary vocabulary. Previous research indicates that students' meanings for probability vocabulary often differ from those of mathematicians, creating a need to attend to developing students' use of language. Current standards documents conflict in their recommendations about…

Descriptors: Mathematics Education, Mathematics Instruction, Probability, Vocabulary Development

Yurekli, Bilge; Stein, Mary Kay; Correnti, Richard; Kisa, Zahid – Journal for Research in Mathematics Education, 2020

A major influence on mathematics teachers' instruction is their beliefs. However, teachers' instructional practices do not always neatly align with their beliefs because of factors perceived as constraints. The purpose of this article is to introduce a new approach for examining the relationship between teachers' beliefs and practices, an approach…

Descriptors: Mathematics Teachers, Mathematics Instruction, Teacher Attitudes, Beliefs

Hunt, Jessica; Silva, Juanita – Journal for Research in Mathematics Education, 2020

We investigated the extent to which one elementary school child with working-memory differences made sense of number as a composite unit and advanced her reasoning. Through ongoing and retrospective analysis of eight teaching-experiment sessions, we uncovered four shifts in the child's real-time negotiation of number over time: (a) initial…

Descriptors: Elementary School Students, Short Term Memory, Mathematical Logic, Learning Disabilities

Sherman, Milan F.; Cayton, Charity; Walkington, Candace; Funsch, Alexandra – Journal for Research in Mathematics Education, 2020

Research has demonstrated that textbooks exert a considerable influence on students' learning opportunities and that technology has the potential to transform mathematics instruction. This brief report provides a systematic analysis of how technology tasks are integrated into secondary mathematics curricula by analyzing a sample of 20 textbooks.…

Descriptors: Secondary School Mathematics, Textbooks, Technology Integration, Calculators

Clements, Douglas H.; Sarama, Julie; Layzer, Carolyn; Unlu, Fatih; Fesler, Lily – Journal for Research in Mathematics Education, 2020

Early education is replete with debates about "academic" versus "play" approaches. We evaluated 2 interventions, the "Building Blocks" (BB) mathematics curriculum and the BB synthesized with scaffolding of play to promote executive function (BBSEF), compared to a business-as-usual (BAU) control using a 3-armed cluster…

Descriptors: Mathematics Instruction, Play, Executive Function, Teaching Methods

Anantharajan, Madhuvanti – Journal for Research in Mathematics Education, 2020

Counting is fundamental to early mathematics. Most studies of teaching counting focus on teachers observing children count. The present study compares mathematical ideas that 12 PK, transitional kindergarten (TK), and kindergarten teachers noticed from observing their own students count during a classroom session of Counting Collections with ideas…

Descriptors: Mathematics Skills, Kindergarten, Preschool Teachers, Preschool Children

Rasmussen, Chris; Apkarian, Naneh; Hagman, Jessica Ellis; Johnson, Estrella; Larsen, Sean; Bressoud, David – Journal for Research in Mathematics Education, 2019

The authors present findings from a recently completed census survey of all mathematics departments in the United States that offer a graduate degree in mathematics. The authors report the viewpoints of departments about characteristics shown to support students' success as well as the extent to which these characteristics are being implemented in…

Descriptors: College Mathematics, Calculus, Departments, College Programs

Hiebert, James; Berk, Dawn; Miller, Emily; Gallivan, Heather; Meikle, Erin – Journal for Research in Mathematics Education, 2019

We investigated whether the mathematics studied in 2 content courses of an elementary teacher preparation program was retained and used by graduates when completing tasks measuring knowledge for teaching mathematics. Using a longitudinal design, we followed 2 cohorts of prospective teachers for 3 to 4 years after graduation. We assessed…

Descriptors: Correlation, Mathematics Instruction, Preservice Teachers, Elementary Education

Krause, Christina M. – Journal for Research in Mathematics Education, 2019

This Brief Report addresses the fundamental role that sign language plays in the mathematics classroom of deaf and hard-of-hearing (DHH) students. Selected findings are gathered from an ongoing study of signs and gestures used by DHH students and their teachers when encountering and communicating mathematical ideas at a German special-needs school…

Descriptors: Sign Language, Mathematics Instruction, Deafness, Partial Hearing