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Dreher, Anika; Kuntze, Sebastian – Educational Studies in Mathematics, 2015
Teachers notice through the lens of their professional knowledge and views. This study hence focuses not solely on teachers' noticing, but also on their knowledge and views, which allows insight into how noticing is informed and shaped by professional knowledge. As a discipline-specific perspective for noticing we chose dealing with multiple…
Descriptors: Preservice Teachers, Teachers, Teaching Experience, Teacher Characteristics
Zagorianakos, Andonis; Shvarts, Anna – Educational Studies in Mathematics, 2015
The research is a study of the Husserlian approach to intuition, informed by Merleau-Ponty's theory of perception, in the case of a prospective teacher of mathematics. It explores the two major stages-categories of intuition, the essential relations between them, and their vital role in the emergence of empirical and abstract mathematical…
Descriptors: Intuition, Preservice Teachers, Mathematics Teachers, Case Studies
Zahner, William – Educational Studies in Mathematics, 2015
This paper uses a multilevel analysis of mathematical reasoning rooted in Cultural Historical Activity Theory to examine how mathematical discourse and student reasoning about linear functions developed across 3 weeks in a ninth grade bilingual algebra class. Despite the teacher's expertise teaching with a conceptual focus, and her stated…
Descriptors: Algebra, Computation, Logical Thinking, Grade 9
Dietiker, Leslie – Educational Studies in Mathematics, 2015
This paper proposes a theoretical framework for interpreting the content found in mathematics curriculum in order to offer teachers and other mathematics educators comprehensive conceptual tools with which to make curricular decisions. More specifically, it describes a metaphor of "mathematics curriculum as story" and defines and…
Descriptors: Mathematics Instruction, Mathematics Curriculum, Figurative Language, Story Telling
Ayalon, Michal; Watson, Anne; Lerman, Steve – Educational Studies in Mathematics, 2015
This study investigates students' ways of attending to linear sequential data in two tasks, and conjectures possible relationships between those ways and elements of the task design. Drawing on the substantial literature about such situations, we focus for this paper on linear rate of change, and on covariation and correspondence approaches to…
Descriptors: Foreign Countries, Mathematics Instruction, Teaching Methods, Student Surveys
Jankvist, Uffe Thomas; Niss, Mogens – Educational Studies in Mathematics, 2015
This article addresses one way in which decades of mathematics education research results can inform practice, by offering a framework for designing and implementing an in-service teacher education programme for upper secondary mathematics teachers in Denmark. The programme aims to educate a "task force" of so-called "maths…
Descriptors: Mathematics Education, Mathematics Teachers, Inservice Teacher Education, Secondary School Teachers
Ing, Marsha; Webb, Noreen M.; Franke, Megan L.; Turrou, Angela C.; Wong, Jacqueline; Shin, Nami; Fernandez, Cecilia H. – Educational Studies in Mathematics, 2015
Engaging students as active participants in mathematics classroom discussions has great potential to promote student learning. Less well understood is how teachers can promote beneficial student participation, and how teacher-student interaction relates to student achievement. This study examined how the kinds of teacher practices that may…
Descriptors: Elementary School Mathematics, Elementary School Students, Student Participation, Teacher Student Relationship
Ronda, Erlina – Educational Studies in Mathematics, 2015
This paper describes five growth points in linking representations of function developed from a study of secondary school learners. Framed within the cognitivist perspective and process-object conception of function, the growth points were identified and described based on linear and quadratic function tasks learners can do and their strategies…
Descriptors: Secondary School Mathematics, Mathematics Instruction, Teaching Methods, Mathematical Concepts
Weinberg, Aaron; Fukawa-Connelly, Tim; Wiesner, Emilie – Educational Studies in Mathematics, 2015
Researchers have increasingly focused on how gestures in mathematics aid in thinking and communication. This paper builds on Arzarello's (2006) idea of a "semiotic bundle" and several frameworks for describing individual gestures and applies these ideas to a case study of an instructor's gestures in an undergraduate abstract algebra…
Descriptors: Mathematics Instruction, Mathematics Teachers, Nonverbal Communication, Teaching Methods
Andersson, Annica; Valero, Paola; Meaney, Tamsin – Educational Studies in Mathematics, 2015
In this study, individual students' engagement in learning mathematics in different contexts was explored. The students' narrated identities during their first compulsory upper secondary mathematics course provided a way to understand students' shifts in participation and why these shifts occurred in different contexts at particular times.…
Descriptors: Secondary School Mathematics, Secondary School Students, Student Attitudes, Cognitive Style
Kazak, Sibel; Wegerif, Rupert; Fujita, Taro – Educational Studies in Mathematics, 2015
We argue that dialogic theory, inspired by the Russian scholar Mikhail Bakhtin, has a distinct contribution to the analysis of the genesis of understanding in the mathematics classroom. We begin by contrasting dialogic theory to other leading theoretical approaches to understanding conceptual development in mathematics influenced by Jean Piaget…
Descriptors: Mathematics Education, Educational Theories, Perspective Taking, Problem Solving
Tabach, Michal; Nachlieli, Talli – Educational Studies in Mathematics, 2015
For mathematicians, definitions are the ultimate tool for reaching agreement about the nature and properties of mathematical objects. As research in school mathematics has revealed, however, mathematics learners are often reluctant, perhaps even unable, to help themselves with definitions while categorizing mathematical objects. In the research…
Descriptors: Mathematics Education, Mathematical Concepts, Definitions, Mathematics Teachers
Lim, Siew Yee; Chapman, Elaine – Educational Studies in Mathematics, 2015
For decades, educators have advocated using history of mathematics in mathematics classrooms. Empirical research on the efficacy of this practice, however, is scarce. A quasi-experiment was used to investigate the effects of using history as a tool to teach mathematics on grade 11 students' mathematics achievement. Effects in three affective…
Descriptors: Foreign Countries, Mathematics Instruction, History, Teaching Methods
Hino, Keiko – Educational Studies in Mathematics, 2015
The purpose of this study is to enhance our understanding of how students listen and attend to multiple solutions proposed by their classmates during the activity of comparison. This study examines ten consecutive lessons in each of the two eighth-grade classrooms in Tokyo that are organized in the style of "structured problem solving".…
Descriptors: Foreign Countries, Middle School Students, Grade 8, Problem Solving
Arzarello, Ferdinando; Robutti, Ornella; Thomas, Mike – Educational Studies in Mathematics, 2015
The literature on gestures describes how they often comprise iconic, deictic and metaphoric dimensions, but the interplay between these dimensions can be very subtle and nuanced. Due to the abstract nature of the subject, the use of gestures in the learning of mathematics means that the metaphoric dimension is often prominent. However, iconic and…
Descriptors: Nonverbal Communication, Vignettes, Mathematics Instruction, Figurative Language