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Buchbinder, Orly; Chazan, Daniel I.; Capozzoli, Michelle – Journal for Research in Mathematics Education, 2019

Many research studies have sought to explain why NCTM's vision for mathematics classrooms has not had greater impact on everyday instruction, with teacher beliefs often identified as an explanatory variable. Using instructional exchanges as a theoretical construct, this study explores the influence of teachers' institutional positions on the…

Descriptors: Problem Solving, Equations (Mathematics), Teaching Methods, Educational Change

Izsák, Andrew; Jacobson, Erik; Bradshaw, Laine – Journal for Research in Mathematics Education, 2019

We report a novel survey that narrows the gap between information about teachers' knowledge of fraction arithmetic provided, on the one hand, by measures practical to administer at scale and, on the other, by close analysis of moment-to-moment cognition. In particular, the survey measured components that would support reasoning directly with…

Descriptors: Teacher Surveys, Middle School Teachers, Middle School Mathematics, Mathematics Instruction

DeJarnette, Anna F. – Journal for Research in Mathematics Education, 2018

In support of efforts to foreground functions as central objects of study in algebra, this study provides evidence of how secondary students use trigonometric functions in contextual tasks. I examined secondary students' work on a problem involving modeling the periodic motion of a Ferris wheel through the use of a visual programming environment.…

Descriptors: Trigonometry, Motion, Mathematical Concepts, Prior Learning

Lamb, Lisa A.; Bishop, Jessica Pierson; Philipp, Randolph A.; Whitacre, Ian; Schappelle, Bonnie P. – Journal for Research in Mathematics Education, 2018

In a cross-sectional study, 160 students in Grades 2, 4, 7, and 11 were interviewed about their reasoning when solving integer addition and subtraction open-number-sentence problems. We applied our previously developed framework for 5 Ways of Reasoning (WoRs) to our data set to describe patterns within and across participant groups. Our analysis…

Descriptors: Problem Solving, Grade 2, Grade 4, Grade 7

Earnest, Darrell – Journal for Research in Mathematics Education, 2017

This article reports on elementary students' understanding of time in the context of common classroom manipulatives and notational systems. Students in Grades 2 (n = 72) and 4 (n = 72) participated in problem-solving interviews involving different clocks. Quantitative results revealed that students' performances were significantly different as a…

Descriptors: Time, Problem Solving, Elementary School Students, Elementary School Mathematics

Langer-Osuna, Jennifer M. – Journal for Research in Mathematics Education, 2017

The field of mathematics education research has seen a resurgence of interest in understanding collaborative learning because students in K-12 classrooms are increasingly expected to make sense of mathematics problems together. This Research Commentary argues for the importance of understanding student authority relations in collaborative…

Descriptors: Mathematics Education, Cooperative Learning, Mathematics, Educational Research

Whitacre, Ian; Nickerson, Susan D. – Journal for Research in Mathematics Education, 2016

This study examines how collective activity related to multiplication evolved over several class sessions in an elementary mathematics content course that was designed to foster prospective elementary teachers' number-sense development. We document how the class drew on as-if-shared ideas to make sense of multidigit multiplication in terms of…

Descriptors: Preservice Teachers, Multiplication, Elementary School Teachers, Elementary School Mathematics

Leatham, Keith R.; Peterson, Blake E.; Stockero, Shari L.; Van Zoest, Laura R. – Journal for Research in Mathematics Education, 2015

The mathematics education community values using student thinking to develop mathematical concepts, but the nuances of this practice are not clearly understood. The authors conceptualize an important group of instances in classroom lessons that occur at the intersection of student thinking, significant mathematics, and pedagogical…

Descriptors: Mathematics Instruction, Teaching Methods, Mathematics Skills, Mathematical Concepts

Hackenberg, Amy J.; Lee, Mi Yeon – Journal for Research in Mathematics Education, 2015

To understand relationships between students' fractional knowledge and algebraic reasoning in the domain of equation writing, an interview study was conducted with 12 secondary school students, 6 students operating with each of 2 different multiplicative concepts. These concepts are based on how students coordinate composite units. Students…

Descriptors: Secondary School Mathematics, Equations (Mathematics), Mathematics Skills, Multiplication

DeJarnette, Anna F.; González, Gloriana – Journal for Research in Mathematics Education, 2015

Given the prominence of group work in mathematics education policy and curricular materials, it is important to understand how students make sense of mathematics during group work. We applied techniques from Systemic Functional Linguistics to examine how students positioned themselves during group work on a novel task in Algebra II classes. We…

Descriptors: Algebra, Mathematics Instruction, Group Activities, Group Dynamics

Tomaz, Vanessa Sena; David, Maria Manuela – Journal for Research in Mathematics Education, 2015

Our aim is to discuss how school mathematical activity is modified when students' everyday situations are brought into the classroom. One illustrative sequence--7th grade classes solving problems that required proportional reasoning--is characterized as a system of interconnected activities within the theoretical perspective of activity theory. We…

Descriptors: Mathematics Instruction, Mathematics Activities, Logical Thinking, Problem Solving

Schukajlow, Stanislaw; Krug, André – Journal for Research in Mathematics Education, 2014

Encouraging students to develop multiple solutions for given problems is an important way to improve mathematical knowledge. However, the influence of this teaching element on students' interest-related motivational orientations is an open question. In this article, we report the results of an experimental study (N = 145) that was carried out to…

Descriptors: Mathematics Instruction, Problem Solving, Prompting, Relevance (Education)

Lynch, Kathleen; Star, Jon R. – Journal for Research in Mathematics Education, 2014

Although policy documents promote teaching students multiple strategies for solving mathematics problems, some practitioners and researchers argue that struggling learners will be confused and overwhelmed by this instructional practice. In the current exploratory study, we explore how 6 struggling students viewed the practice of learning multiple…

Descriptors: Mathematics Instruction, Algebra, Problem Solving, Learning Strategies

Hsu, Hui-Yu; Silver, Edward A. – Journal for Research in Mathematics Education, 2014

We examined geometric calculation with number tasks used within a unit of geometry instruction in a Taiwanese classroom, identifying the source of each task used in classroom instruction and analyzing the cognitive complexity of each task with respect to 2 distinct features: diagram complexity and problem-solving complexity. We found that…

Descriptors: Foreign Countries, Mathematics Instruction, Geometry, Teaching Methods

Nasir, Na'ilah Suad; de Royston, Maxine McKinney – Journal for Research in Mathematics Education, 2013

How issues of power and identity play out in mathematical practices are described by Na'ilah Suad Nasir and Maxine McKinney de Royston. Their article offers a perspective on how to better understand the sociopolitical nature of teaching and learning mathematics. They present data from studies of mathematics teaching and learning in out-of-school…

Descriptors: Mathematics Education, Power Structure, Self Concept, Sociocultural Patterns