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El Mouhayar, Rabih – Mathematics Education Research Journal, 2022
The purpose of this study is to investigate how triadic dialog promotes generalization of growing figural patterns during classroom talk in multilingual classrooms and crucial linguistic terms that the teacher and students draw on in their home language, as they engage in pattern generalization. Ten sessions in two classrooms in grade 7 were…
Descriptors: Multilingualism, Classroom Communication, Semitic Languages, Language Variation
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Forgasz, Helen; Leder, Gilah – Mathematics Education Research Journal, 2022
Explorations of the national NAPLAN numeracy data consistently reveal a strong relationship between achievement on these tests and students' socio-economic background. A small but persistent pattern of gender difference favouring males in mean NAPLAN numeracy scores is also reported. Whether these patterns are replicated for students attending…
Descriptors: Foreign Countries, National Competency Tests, Numeracy, Mathematics Tests
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Woolcott, Geoff; Le Tran, Thi; Mulligan, Joanne; Davis, Brent; Mitchelmore, Michael – Mathematics Education Research Journal, 2022
The connection between spatial reasoning and mathematics learning and pedagogy in primary school children has been the subject of an increasing number of studies in recent years. There has been no comprehensive analysis, however, of how studies based on spatial reasoning interventions may lead to improvements in students' mathematics learning in…
Descriptors: Elementary School Mathematics, Spatial Ability, Logical Thinking, Mathematics Instruction
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Stockero, Shari L.; Van Zoest, Laura R.; Freeburn, Ben; Peterson, Blake E.; Leatham, Keith R. – Mathematics Education Research Journal, 2022
Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support…
Descriptors: Teacher Response, Teacher Student Relationship, Mathematics Instruction, Mathematics Skills
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Reinke, Luke T.; Casto, Amanda R. – Mathematics Education Research Journal, 2022
Teachers are encouraged to connect mathematic instruction to the real-world by posing tasks that are situated in rich, relevant contexts, but research has found that many teachers integrate contextual problems (CPs) as motivators rather than as supports for conceptual development. To provide insight into how teachers' conceptions about CPs shift…
Descriptors: Mathematics Instruction, Mathematics Teachers, Relevance (Education), Context Effect
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Thornton, Steve – Mathematics Education Research Journal, 2022
This paper makes a case for placing knowledge at the centre of the school mathematics curriculum, and for knowledge building and knowledge differentiation as critical for both equity and excellence, emphasising that knowledge is much more than a set of descriptions of content as might typically be found in a curriculum document or textbook. The…
Descriptors: Epistemology, Mathematics Education, Critical Theory, Realism
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Meyer, Frauke; Slater-Brown, Kelly – Mathematics Education Research Journal, 2022
Despite research highlighting the negative impact of ability grouping on student outcomes in mathematics, the practice seems entrenched in New Zealand schools. The Ministry of Education launched a professional development initiative with the aim that mathematics lead teachers would drive change towards teaching in mixed-ability groups using a…
Descriptors: Educational Change, Change Agents, Foreign Countries, Mathematics Teachers
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Greensfeld, Hava; Deutsch, Ziva – Mathematics Education Research Journal, 2022
Studies in mathematics education have shown interactions between a variety of emotions and the quality of learning. Research has found that positive emotions are among the main factors that engender a sense of well-being. In the current study, we focused on emotions that may be aroused while coping with mathematical challenges, and sought to…
Descriptors: Foreign Countries, Mathematics Education, Psychological Patterns, Emotional Response
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Harris, Danielle; Logan, Tracy; Lowrie, Tom – Mathematics Education Research Journal, 2021
The relationship between mathematics and spatial reasoning is well established and extensively researched. Certain mathematics content could be deemed explicitly spatial, for example within geometry. However, the link to spatial reasoning extends into other areas of mathematics, such as representations of the number line and reading and…
Descriptors: Spatial Ability, Problem Solving, Mathematics Tests, Computer Assisted Testing
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Wilkins, Jesse L. M.; Woodward, David; Norton, Anderson – Mathematics Education Research Journal, 2021
Number sequences are defined in terms of children's abilities to construct and transform units. Children operating with the initial number sequence (INS) construct units of 1. They construct other numbers as strings of 1s and can count on, by 1s, from one number to a subsequent number. A critical benchmark in children's further numerical…
Descriptors: Numeracy, Grade Prediction, Mathematics Achievement, Pattern Recognition
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Cribbs, Jennifer; Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M. – Mathematics Education Research Journal, 2021
We expand on prior qualitative research about mathematics identity development using data from a large national US survey of 10,437 students in 336 college calculus classes. Multinomial logistic regression models find that a stronger mathematics identity predicts higher student interest in pursuing certain STEM careers when compared with non-STEM…
Descriptors: College Students, Intention, Career Choice, Secondary School Mathematics
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Holton, Derek; Symons, Duncan – Mathematics Education Research Journal, 2021
In this paper, we list some of the areas of the Australian curriculum that have links with the concept of infinity. We do this in order to promote a discussion about what aspects of infinity should become familiar to primary teachers. From our viewpoint, infinity has connections with Algebra, Art, Geometry and Measurement, Probability, Science and…
Descriptors: Thinking Skills, Elementary School Mathematics, Inclusion, Mathematics Curriculum
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Vale, Colleen; Campbell, Coral; White, Pennie – Mathematics Education Research Journal, 2021
Out-of-field teaching of mathematics is a reality in many secondary schools in the world. The incidence of out-of-field teaching generally occurs in low socio-economic communities and, in Australia, in schools located in rural and remote locations. The theory of boundary crossing enables positive perspectives of teaching out-of-field to be…
Descriptors: Secondary School Teachers, Teacher Attitudes, Mathematics Instruction, Incidence
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Woolcott, Geoff; Galligan, Linda; Whannell, Robert; Marshman, Margaret; Axelsen, Taryn; Schmalz, Jelena; Sultanova, Nargiz – Mathematics Education Research Journal, 2021
This study provides an overview of the support provided for academic numeracy for first-year students across six Australian regional universities. Survey analysis of university academics provided an overview of the approaches used in academic numeracy in diverse cohorts. Further investigations via semi-structured interviews and secondary data were…
Descriptors: Numeracy, College Freshmen, Undergraduate Students, Foreign Countries
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Muir, Tracey – Mathematics Education Research Journal, 2021
Teaching senior secondary mathematics presents a number of challenges, such as provision of a prescribed curriculum, homework expectations and preparing students for externally imposed high-stakes assessment tasks. In order to address these challenges, an increasing number of senior secondary mathematics teachers are incorporating a flipped…
Descriptors: Foreign Countries, Grade 12, Secondary School Students, Secondary School Mathematics
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