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Abtahi, Yasmine; Graven, Mellony; Lerman, Stephen – Educational Studies in Mathematics, 2017
From a Marxian/Vygotskian perspective, learning is social in origin and it happens in the presence of others that are more knowledgeable. Extending this view to the learning of mathematics, such learning also becomes inseparable from the presence of others (people and artefacts). Researchers over decades have studied different interactions to see…
Descriptors: Mathematics Instruction, Young Children, Parent Child Relationship, Mothers
Williams, Julian – Educational Studies in Mathematics, 2016
This paper aims to critique and develop neo-Vygotskian work in mathematics education from (i) within the Vygotskian and activity theoretic tradition, and where necessary from (ii) a Bourdieusian perspective. First, I critique Roth and Radford's (2011) version of Cultural-historical Activity Theory, suggesting that a classroom episode presented as…
Descriptors: Alienation, Educational Theories, Criticism, Cultural Capital
Flores, Raymond; Koontz, Esther; Inan, Fethi A.; Alagic, Mara – Educational Studies in Mathematics, 2015
This study examined the impact of the order of two teaching approaches on students' abilities and on-task behaviors while learning how to solveĀ percentage problems. Two treatment groups were compared. MR first received multiple representation instruction followed by traditional algorithmic instruction and TA first received these teaching…
Descriptors: Middle Schools, Mathematics Instruction, Grade 7, Urban Schools
Peer reviewed
Ruthven, Kenneth – Educational Studies in Mathematics, 1987
Proposes that ability is a concept central to the current practices of mathematics teaching. Argues that the widespread view that mathematics learning is an ordered progression through a hierarchy of knowledge and skills subjects students to "ability stereotyping" and serves as a gross global model. (TW)
Descriptors: Ability, Ability Identification, Academic Achievement, Attitudes
Peer reviewed
Wallrabenstein, Hartmut – Educational Studies in Mathematics, 1973
Descriptors: Ability, Cognitive Development, Elementary School Mathematics, Evaluation
Peer reviewed
Lean, Glen; Clements, M. A. (Ken) – Educational Studies in Mathematics, 1981
Analysis of 116 students revealed those who preferred to process mathematical information by verbal-logical means outperformed more visual students on tests. Spatial ability and knowledge of spatial conventions had less influence on performance than expected. (MP)
Descriptors: Ability, Cognitive Ability, Cognitive Processes, College Mathematics