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Jacobson, Erik; Simpson, Amber – Mathematics Education Research Journal, 2019
Replication studies play a critical role in scientific accumulation of knowledge, yet replication studies in mathematics education are rare. In this study, the authors replicated Thanheiser's (Educational Studies in Mathematics 75:241-251, 2010) study of prospective elementary teachers' conceptions of multidigit number and examined the main claim…
Descriptors: Preservice Teachers, Elementary School Teachers, Knowledge Level, Number Concepts
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Parra, Aldo; Trinick, Tony – Mathematics Education Research Journal, 2018
An investigation into an aspect of indigenous education provides the opportunity to forefront an epistemological discussion about mathematical knowledge. This paper analyses indigenous peoples' educational experiences in Colombia and Aotearoa/New Zealand of mathematics education, focusing on, among other things, sociolinguistic issues such as…
Descriptors: Indigenous Populations, Indigenous Knowledge, Mathematics Education, Sociolinguistics
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Colliver, Yeshe – Mathematics Education Research Journal, 2018
Children's early mathematical abilities are fundamental to their later academic achievement. An interest in mathematics in the early years is likely to establish a positive attitude to later mathematical learning, hopefully sustaining continued interest in mathematics and mathematical learning. Approaches to early mathematics teaching in the early…
Descriptors: Student Interests, Numeracy, Learning Motivation, Mathematics Education
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Gould, Peter – Mathematics Education Research Journal, 2017
Learning to count and to produce the correct sequence of number words in English is not a simple process. In NSW government schools taking part in "Early Action for Success", over 800 students in each of the first 3 years of school were assessed every 5 weeks over the school year to determine the highest correct oral count they could…
Descriptors: Computation, Longitudinal Studies, Numbers, Number Concepts
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Jorgensen, Robyn; Larkin, Kevin – Mathematics Education Research Journal, 2017
In this article, we argue the need to use inter-disciplinary paradigms to make sense of a range of findings from a research project. We developed a methodology using iPad diaries to uncover young students' thinking--mathematical, social and affective--so as to better understand their experiences of mathematics. These students, predominantly from…
Descriptors: Models, Research Projects, Methods, Foreign Countries
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Noorloos, Ruben; Taylor, Samuel D.; Bakker, Arthur; Derry, Jan – Mathematics Education Research Journal, 2017
The purpose of this article is to draw the attention of mathematics education researchers to a relatively new semantic theory called inferentialism, as developed by the philosopher Robert Brandom. Inferentialism is a semantic theory which explains concept formation in terms of the inferences individuals make in the context of an intersubjective…
Descriptors: Mathematics Education, Constructivism (Learning), Inferences, Educational Research
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Derry, Jan – Mathematics Education Research Journal, 2017
This paper introduces the philosophical work of Robert Brandom, termed inferentialism, which underpins this collection and argues that it offers rich theoretical resources for reconsidering many of the challenges and issues that have arisen in mathematics education. Key to inferentialism is the privileging of the inferential over the…
Descriptors: Mathematics Education, Theories, Inferences, Mathematical Concepts
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Radford, Luis – Mathematics Education Research Journal, 2017
This article is a critical commentary on inferentialism in mathematics education. In the first part, I comment on some of the major shortcomings that inferentialists see in the theoretical underpinnings of representationalist, empiricist, and socioconstructivist mathematics education theories. I discuss in particular the criticism that…
Descriptors: Mathematics Education, Inferences, Teaching Methods, Theories
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Schindler, Maike; Hußmann, Stephan; Nilsson, Per; Bakker, Arthur – Mathematics Education Research Journal, 2017
Negative numbers are among the first formalizations students encounter in their mathematics learning that clearly differ from out-of-school experiences. What has not sufficiently been addressed in previous research is the question of how students draw on their prior experiences when reasoning on negative numbers and how they infer from these…
Descriptors: Grade 6, Mathematics Education, Inferences, Mathematical Logic
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Bray, Aibhín; Tangney, Brendan – Mathematics Education Research Journal, 2016
Several recent curriculum reforms aim to address the shortfalls traditionally associated with mathematics education through increased emphasis on higher-order-thinking and collaborative skills. Some stakeholders, such as the US National Council of Teachers of Mathematics and the UK Joint Mathematical Council, advocate harnessing the affordances of…
Descriptors: Mathematics Education, Learner Engagement, Telecommunications, Handheld Devices
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Orlando, Joanne; Attard, Catherine – Mathematics Education Research Journal, 2016
Digital natives are now of age and comprise the new generation of early career teachers (ECTs). This is an important change in teacher demographics given that new technologies have been introduced into classrooms with expectations that teachers embed them effectively into the teaching of mathematics. This paper draws on the data of three separate…
Descriptors: Information Technology, Mathematics, Mathematics Instruction, Mathematics Education
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Tait-McCutcheon, Sandi L.; Loveridge, Judith – Mathematics Education Research Journal, 2016
This exploratory study examined how two teachers from two New Zealand primary schools introduced and taught the same mathematics lesson to their lowest ability group of year 2 and 3 students. Emphasis was given to analysing the positioning of the teacher and students and the developing storylines and social acts from that positioning. Different…
Descriptors: Foreign Countries, Mathematics, Mathematics Instruction, Elementary School Students
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Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter – Mathematics Education Research Journal, 2016
This study validated the semantic items of three related scales aimed at characterising the perceived worth of mathematics-education-related mobile applications (apps). The technological pedagogical content knowledge (TPACK) model was used as the conceptual framework for the analysis. Three hundred and seventy-three preservice students studying…
Descriptors: Preservice Teacher Education, Mathematics Education, Courseware, Relevance (Education)
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Kyriakides, Andreas O.; Meletiou-Mavrotheris, Maria; Prodromou, Theodosia – Mathematics Education Research Journal, 2016
This article reports on the main experiences gained from a 2-year study which incorporated A.L.E.X., an educational puzzle game available on iPad or Android tablet devices, within the primary school mathematics curriculum. The study took place in a public primary school, located in a rural area of Cyprus. The majority of its students come from low…
Descriptors: Foreign Countries, Mathematics, Mathematics Instruction, Mathematics Education
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Muir, Tracey; Beswick, Kim; Callingham, Rosemary; Jade, Katara – Mathematics Education Research Journal, 2016
This paper presents the findings of a small-scale study that investigated the issues and challenges of teaching and learning about quantitative reasoning (QR) within a project-based learning (PjBL) context. Students and teachers were surveyed and interviewed about their experiences of learning and teaching QR in that context in contrast to…
Descriptors: Abstract Reasoning, Active Learning, Student Projects, Problem Solving
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