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Marmur, Ofer; Yan, Xiaoheng; Zazkis, Rina – Research in Mathematics Education, 2020

We explore prospective elementary-school teachers' attempts to provide signs and symbols with mathematical meaning in a case involving non-integers as numerator or denominator. The data comprises 33 responses to a task inquiring about the existence of numbers between 1/6 and 1/7, in which the participants were asked to compose a hypothetical…

Descriptors: Fractions, Semiotics, Preservice Teachers, Elementary School Teachers

Armstrong, Alayne – Research in Mathematics Education, 2020

The Zen concept of beginner's mind describes how one's level of awareness can open one's mind to growth and possibilities, an attitude that would be beneficial for many mathematics students. In this naturalistic case study, two small groups of middle years students engage in the same mathematical task, one group demonstrating the characteristics…

Descriptors: Mathematics Instruction, Cooperative Learning, Mathematics Activities, Group Dynamics

González-Martín, Alejandro S.; Hernandes-Gomes, Gisela – Research in Mathematics Education, 2020

In this paper, we examine how differences in the academic and professional backgrounds of engineering teachers shape their personal relationship to the use of mathematics in engineering practices, and whether these differences affect some of their practices. The analyses herein are based on an institutional perspective and employ Chevallard's…

Descriptors: Engineering Education, College Faculty, Teacher Background, Teacher Attitudes

Reinke, Luke T. – Research in Mathematics Education, 2020

One argument for the use of contexts in mathematics instruction has been that contexts can serve as anchors that support students in understanding and recalling mathematical ideas. Evidence of this anchoring role occurring in standard classroom settings, however, is lacking. This case study of a single high school classroom using a contextual…

Descriptors: Mathematics Instruction, Teaching Methods, Problem Based Learning, High School Students

Weiland, Travis; Orrill, Chandra Hawley; Brown, Rachael Eriksen; Nagar, Gili Gal – Research in Mathematics Education, 2019

In this study, we investigated teachers' abilities correctly to identify situations that are appropriate for proportional reasoning and factors that might influence their ability using data on 148 teachers from the U.S. Learning Mathematics for Teaching assessment and other, similar items (with a smaller sample). Through a quantitative exploratory…

Descriptors: Mathematics Teachers, Mathematical Concepts, Mathematical Logic, Teaching Skills

Weber, Keith; Czocher, Jennifer – Research in Mathematics Education, 2019

We report the results of a study in which we asked 94 mathematicians to evaluate whether five arguments qualified as proofs. We found that mathematicians disagreed as to whether a visual argument and a computer-assisted argument qualified as proofs, but they viewed these proofs as atypical. The mathematicians were also aware that many other…

Descriptors: Mathematics, Professional Personnel, Mathematical Logic, Validity

Barnes, Alison – Research in Mathematics Education, 2019

Mathematical reasoning requires perseverance to overcome the cognitive and affective difficulties encountered whilst pursuing a reasoned line of enquiry. The aims of the study were: to understand how children's perseverance in mathematical reasoning (PiMR) manifests in reasoning activities, and to examine how PiMR can be facilitated through a…

Descriptors: Mathematical Logic, Elementary School Students, Cognitive Processes, Mathematics Instruction

Zakaryan, Diana; Ribeiro, Miguel – Research in Mathematics Education, 2019

Recognising teachers' knowledge as one of the main factors influencing their practices and student learning, we aim to contribute to obtaining a better and deeper understanding of the specificities of teachers' mathematical knowledge. A case study involving one 8th-grade Chilean mathematics teacher is presented in the context of rational numbers.…

Descriptors: Mathematics Teachers, Mathematics Instruction, Pedagogical Content Knowledge, Video Technology

MacDonald, Beth L.; Wilkins, Jesse L. M. – Research in Mathematics Education, 2019

Subitising, a quick apprehension of the numerosity of a small set of items, has been found to change from an individual's reliance on perceptual to conceptual processes. In this study, we utilised a constructivist teaching experiment methodology to investigate how the subitising activity of one preschool student, Amy, related to her construction…

Descriptors: Mathematics Activities, Number Concepts, Preschool Children, Computation

Hilton, John; Larsen, Ross; Wiley, David; Fischer, Lane – Research in Mathematics Education, 2019

Open Educational Resources (OER) have the potential to replace commercial learning materials in education. An empirical examination of this potential was conducted, comparing the end-of-year mathematics test results of 12,110 elementary school students clustered within 95 schools from five school districts in the state of Washington in the United…

Descriptors: Open Educational Resources, Elementary School Mathematics, Mathematics Achievement, Elementary School Students

Al-Murani, Thabit; Kilhamn, Cecilia; Morgan, Debbie; Watson, Anne – Research in Mathematics Education, 2019

We demonstrate the power of Variation Theory as an analytical tool used to understand the underlying conceptual structure of mathematics lessons taught by English primary school teachers. We study excerpts of three lessons that are posted on a professional website. We show how lesson analysis using variation allows us to focus on what is made…

Descriptors: Teaching Methods, Mathematics Instruction, Elementary School Students, Web Sites

Rasmussen, Klaus; Isoda, Masami – Research in Mathematics Education, 2019

This paper deals with the nature of teaching mathematical thinking and presents a case study of a single Japanese lesson where the characteristics of mathematical thinking and the teaching thereof are identified in relation to multiplication. The raison d'être for this teaching is questioned and investigated by looking at how multiplication is…

Descriptors: Foreign Countries, Mathematics Instruction, Elementary School Mathematics, Elementary School Students

Ryan, Ulrika; Parra, Aldo – Research in Mathematics Education, 2019

Recently the prevailing language-as-resource metaphor has been problematised and theorised. Using the philosophical theory of inferentialism, we trace an epistemological dimension of multilingualism in mathematics education and add it to the current language-as-resource discussions. With data from two different settings--a mathematics classroom in…

Descriptors: Epistemology, Multilingualism, Mathematics Education, Indigenous Populations

I, Ji Yeong; de Araujo, Zandra – Research in Mathematics Education, 2019

Implementing challenging mathematics tasks with multilingual students who are not yet fluent in the instructional language is difficult for monolingual teachers because of the linguistic and cultural differences between the teacher and students. In this study, we examined how monolingual preservice teachers set up cognitively demanding mathematics…

Descriptors: Monolingualism, Preservice Teachers, Cognitive Processes, Difficulty Level

Barwell, Richard – Research in Mathematics Education, 2019

This article presents the results of an analysis of ethnographic data collected in three second language mathematics classrooms in Canada. The elementary school classes consisted of a group of indigenous students, a group of new immigrant students and a class in a French immersion programme. The focus of the analysis was on the sources of meaning…

Descriptors: Mathematics Instruction, Second Language Learning, Foreign Countries, Elementary School Mathematics