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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

Hoogland, Kees; Pepin, Birgit; de Koning, Jaap; Bakker, Arthur; Gravemeijer, Koeno – Research in Mathematics Education, 2018

This article reports on a "post hoc" study using a randomised controlled trial with 31,842 students in the Netherlands and an instrument consisting of 21 paired problems. The trial showed a variability in the differences of students' results in solving contextual mathematical problems with either a descriptive or a depictive…

Descriptors: Word Problems (Mathematics), Mathematics Instruction, Academic Achievement, Foreign Countries

Alderton, Julie; Gifford, Sue – Research in Mathematics Education, 2018

This article draws on Foucault's concepts of power and discourse to explore the issues of teaching mathematics to low attainers in primary schools in England. We analyse a data set of interviews, from a larger study, with the mathematics teachers of one child across three years, showing how accountability practices, discourses of ability and…

Descriptors: Mathematics Instruction, Low Achievement, Academic Ability, Inclusion

Polotskaia, Elena; Savard, Annie – Research in Mathematics Education, 2018

Pupils' difficulties in solving word problems continue to attract attention: while researchers highlight the importance of relational reasoning and modelling, school curricula typically use short word problems to develop pupils' knowledge of arithmetic operations and calculation strategies. The Relational Paradigm attributes the leading role in…

Descriptors: Mathematics Instruction, Problem Solving, Grade 2, Experimental Groups

Abtahi, Yasmine – Research in Mathematics Education, 2018

In this article, I use the Vygotskian concept of the Zone of Proximal Development (ZPD) to examine the learning experience of two grade seven pupils as they attempted to solve an addition of fractions problem using fraction strips. The aim is to highlight how tools can facilitate the enactment of a ZPD, within which the tool provides the guidance.…

Descriptors: Learning Experience, Grade 7, Fractions, Problem Solving

Smith, Julie M.; Mancy, Rebecca – Research in Mathematics Education, 2018

The purpose of this study was to enhance our understanding of the relationship between collaborative talk and metacognitive talk during group mathematical problem-solving. Research suggests that collaborative talk may mediate the use of metacognitive talk, which in turn is associated with improved learning outcomes. However, our understanding of…

Descriptors: Metacognition, Cooperative Learning, Discussion (Teaching Technique), Mathematics Instruction

Koljonen, Tuula; Ryve, Andreas; Hemmi, Kirsti – Research in Mathematics Education, 2018

Given that curriculum materials serve as cultural artefacts, this study addresses the need for more research on curriculum materials in different contexts. Most studies concerning curriculum materials have been conducted in US and, therefore little is known about the nature of materials in other cultural-educational contexts. The aim of this paper…

Descriptors: Mathematics Instruction, Teaching Guides, Foreign Countries, Norms

Levenson, Esther; Swisa, Riki; Tabach, Michal – Research in Mathematics Education, 2018

Creativity is often characterised by three components: fluency, flexibility, and originality. Specifically, in the mathematics classroom, in order to promote these aspects of creativity, educators recommend engaging students with multiple-solution tasks and open-ended tasks. In the past, various methods were used to measure fluency, flexibility…

Descriptors: Mathematics Instruction, Creativity, Grade 5, Definitions

Bozkurt, Gulay; Ruthven, Kenneth – Research in Mathematics Education, 2018

This article examines patterns of classroom organisation and interaction associated with the use of a particular type of digital technology -- the dynamic software GeoGebra -- in the lessons of an opportunity sample of three English secondary-school mathematics teachers. The concept of activity structure is used to organise this study, further…

Descriptors: Mathematics Instruction, Case Studies, Secondary School Teachers, Mathematics Teachers

Carrillo-Yañez, José; Climent, Nuria; Montes, Miguel; Contreras, Luis C.; Flores-Medrano, Eric; Escudero-Ávila, Dinazar; Vasco, Diana; Rojas, Nielka; Flores, Pablo; Aguilar-González, Álvaro; Ribeiro, Miguel; Muñoz-Catalán, M. Cinta – Research in Mathematics Education, 2018

This paper presents the "Mathematics Teacher's Specialised Knowledge" (MTSK) model. It acknowledges earlier contributions to understanding and structuring teachers' knowledge, in particular, the special debt owed to Shulman's notion of "pedagogical content knowledge" and to Ball and collaborators' "Mathematical Knowledge…

Descriptors: Mathematics Instruction, Mathematics Teachers, Pedagogical Content Knowledge, Knowledge Base for Teaching

Hoyles, Celia – Research in Mathematics Education, 2018

This article argues that mathematical knowledge, and its related pedagogy, is inextricably linked to the tools in which the knowledge is expressed. The focus is on digital tools and the different roles they play in shaping mathematical meanings and in transforming the mathematical practices of learners and teachers. Six categories of digital…

Descriptors: Mathematics Instruction, Teaching Methods, Educational Change, Educational Technology