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Theresa Büchter; Andreas Eichler; Katharina Böcherer-Linder; Markus Vogel; Karin Binder; Stefan Krauss; Nicole Steib – Educational Studies in Mathematics, 2024
Previous studies on Bayesian situations, in which probabilistic information is used to update the probability of a hypothesis, have often focused on the calculation of a posterior probability. We argue that for an in-depth understanding of Bayesian situations, it is (apart from mere calculation) also necessary to be able to evaluate the effect of…
Descriptors: Bayesian Statistics, Logical Thinking, Elementary School Teachers, Secondary School Teachers
Karina J. Wilkie; Sarah Hopkins – Educational Studies in Mathematics, 2024
An important approach for developing children's algebraic thinking involves introducing them to generalized arithmetic at the time they are learning arithmetic. Our aim in this study was to investigate children's attention to and expression of generality with the subtraction-compensation property, as evidence of a type of algebraic thinking known…
Descriptors: Elementary School Mathematics, Elementary School Students, Mathematics Skills, Subtraction
Erbilgin, Evrim; Gningue, Serigne M. – Educational Studies in Mathematics, 2023
Representations are key to mathematical activities and meaning-making processes as they are part of modeling, connecting, communicating, and understanding mathematical ideas and concepts. The current study sought to examine a group of novice algebra learners' interactions with different representations from an onto-semiotic approach. A case study…
Descriptors: Novices, Algebra, Learning Processes, Mathematics Instruction
Barnes, Alison – Educational Studies in Mathematics, 2021
Enjoyment in learning mathematics is often perceived to be a positive, desirable emotion in the learning process. However, the findings of this study indicate that it can act as a barrier to persevering in mathematical reasoning by reinforcing a focus on habitual behaviours and inhibiting self-regulatory behaviours. The study identifies…
Descriptors: Foreign Countries, Learner Engagement, Children, Mathematics Education
Ayala-Altamirano, Cristina; Molina, Marta – Educational Studies in Mathematics, 2021
In the context of early algebra research and as part of a classroom teaching experiment (CTE), we investigated fourth grade (9- to 10-year-old) students' justifications of how they performed tasks involving the functional relationship y = 2x. We related their written justifications (part of the task) to the task characteristics, which included…
Descriptors: Grade 4, Elementary School Students, Elementary School Mathematics, Mathematical Logic
Ellis, Amy; Ely, Robert; Singleton, Brandon; Tasova, Halil – Educational Studies in Mathematics, 2020
This paper introduces a new mode of variational and covariational reasoning, which we call scaling-continuous reasoning. Scaling-continuous reasoning entails (a) imagining a variable taking on all values on the continuum at any scale, (b) understanding that there is no scale at which the continuum becomes discrete, and (c) re-scaling to any…
Descriptors: Elementary School Students, Mathematics Skills, Thinking Skills, Algebra
Scheibling-Sève, Calliste; Pasquinelli, Elena; Sander, Emmanuel – Educational Studies in Mathematics, 2020
We propose to assess conceptual knowledge of mathematical notions by having recourse to isomorphic word problems. We assumed that failing to solve isomorphic problems is an indicator of lack of conceptual knowledge. To reach these conclusions, two experiments were conducted among 4th and 5th grade students. In experiment 1, each student had to…
Descriptors: Arithmetic, Word Problems (Mathematics), Problem Solving, Mathematical Concepts
Stylianides, Gabriel J.; Stylianides, Andreas J. – Educational Studies in Mathematics, 2017
The concept of "proof" has attracted considerable research attention over the past decades in part due to its indisputable importance to the discipline of mathematics and to students' learning of mathematics. Yet, the teaching and learning of proof is an instructionally arduous territory, with proof being recognized as a hard-to-teach…
Descriptors: Validity, Mathematical Logic, Intervention, Mathematics Instruction
Komatsu, Kotaro – Educational Studies in Mathematics, 2016
The process of proofs and refutations described by Lakatos is essential in school mathematics to provide students with an opportunity to experience how mathematical knowledge develops dynamically within the discipline of mathematics. In this paper, a framework for describing student processes of proofs and refutations is constructed using a set of…
Descriptors: Mathematical Logic, Validity, Mathematics Instruction, Knowledge Level
Casey, Stephanie A.; Nagle, Courtney – Educational Studies in Mathematics, 2016
Learning experiences regarding the line of best fit are typically students' first encounters with the fundamental topic of statistical association. Students bring with them into these learning experiences prior knowledge and experiences about mathematical lines and their properties, namely slope. This study investigated the role students'…
Descriptors: Mathematics Instruction, Grade 8, Interviews, Mathematical Concepts
Meletiou-Mavrotheris, Maria; Paparistodemou, Efi – Educational Studies in Mathematics, 2015
The expanding use of data in modern society for prediction and decision-making makes it a priority for mathematics instruction to help students build sound foundations of inferential reasoning at a young age. This study contributes to the emerging research literature on the early development of informal inferential reasoning through the conduct of…
Descriptors: Inferences, Mathematical Logic, Elementary School Students, Comprehension
Rigo-Lemini, Mirela – Educational Studies in Mathematics, 2013
The paper introduces an interpretative framework that contains a characterization of "epistemic schemes" (constructs that are used to explain how class agents themselves are able to gain convincement in or promote convincement of mathematical statements) and "epistemic states" (a person's internal states, such as…
Descriptors: Schemata (Cognition), Mathematics Instruction, Elementary School Mathematics, Classification
Krummheuer, Götz – Educational Studies in Mathematics, 2013
This paper deals with one aspect of the endeavor to generate a theory of the development of mathematical thinking of children in the early years ages 3 to 10. By comparing two scenes, one from preschool and one from a first grade mathematics class, the relationship between diagrammatic and narrative argumentations among children and teachers is…
Descriptors: Mathematics Instruction, Mathematical Logic, Thinking Skills, Young Children
Peltenburg, Marjolijn; van den Heuvel-Panhuizen, Marja; Robitzsch, Alexander – Educational Studies in Mathematics, 2012
In this study, we examined special education students' use of indirect addition (subtraction by adding on) for solving two-digit subtraction problems. Fifty-six students (8- to 12-year-olds), with a mathematical level of end grade 2, participated in the study. They were given a computer-based test on subtraction with different types of problems.…
Descriptors: Subtraction, Special Education, Addition, Arithmetic
Godino, Juan D.; Font, Vicenc; Wilhelmi, Miguel R.; Lurduy, Orlando – Educational Studies in Mathematics, 2011
The semiotic approach to mathematics education introduces the notion of "semiotic system" as a tool to describe mathematical activity. The semiotic system is formed by the set of signs, the production rules of signs and the underlying meaning structures. In this paper, we present the notions of system of practices and configuration of objects and…
Descriptors: Semiotics, Mathematics Education, Arithmetic, Mathematical Formulas
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