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Direct linkDeniz Yilmaz, Demit; Çakmak Gurel, Zeynep; Özturan Sagirli, Meryem – International Journal for Mathematics Teaching and Learning, 2023
This study aims to compare two different learning environments designed online in terms of their contributions to the development of mathematical modelling competencies. In the research, which was designed with the triangulation method, among the mixed research methods in which the qualitative and quantitative research methods are used together.…
Descriptors: Comparative Analysis, Mathematics Instruction, Mathematical Models, Teaching Methods
Güven Akdeniz, Dilsad; Yakici Topbas, Esra Selcen; Argün, Ziya – International Journal for Mathematics Teaching and Learning, 2022
Zero has been philosophically and symbolically interpreted differently from other numbers throughout history. While it is foundational to all mathematics, in early grades, it is denounced as representing "nothing." In this study, the understanding of zero among students with learning disabilities (LD) and no learning disabilities (NLD)…
Descriptors: Mathematical Concepts, Students with Disabilities, Learning Disabilities, Misconceptions
Kesebir, Gülcenur; Öksüz, Cumali – International Journal for Mathematics Teaching and Learning, 2022
The aim of this study is to investigate the effects of mathematics (math) diaries on academic achievement, metacognitive awareness and motivation of students in a mathematics lesson. The case study was conducted with a qualitative, quasi-experimental design and a quantitative, embedded multiple-case design as a mixed research model. The sample of…
Descriptors: Diaries, Mathematics Instruction, Mathematics Achievement, Metacognition
Bossé, Michael J.; Bayaga, Anass; Fountain, Catherine; Sevier, John – International Journal for Mathematics Teaching and Learning, 2021
This study applies a framework for mathematical cognition and learning (Bossé, et al., 2018a; Bossé et al., 2019; Bossé et al., 2018b) to examples of students' comprehension of geometric concepts related to angles. This framework utilizes key concepts from second language acquisition (SLA) to elucidate processes involved in mathematical learning.…
Descriptors: Geometry, Mathematical Concepts, Mathematics Instruction, Concept Formation
Toluk-Ucar, Zulbiye; Bozkus, Figen – International Journal for Mathematics Teaching and Learning, 2018
The purpose of this study was to investigate how prospective elementary school mathematics teachers and elementary school students' ability to distinguish proportional situations from nonproportional situations differ or are alike. Participants of the study were 319 prospective primary and middle school teachers and 320 elementary school students…
Descriptors: Elementary School Students, Preservice Teachers, Mathematics Instruction, Elementary Education
Nyman, Rimma – International Journal for Mathematics Teaching and Learning, 2015
This article presents results from an empirical study of how student engagement is visible during introductory algebra. Previously, the notion of engagement in mathematics has been studied from students' and researchers' perspectives. This study is instead focused on teachers' perspectives on student engagement. Eight teachers in grade 6-7 have…
Descriptors: Educational Indicators, Educational Practices, Introductory Courses, Algebra
Çelik, Derya – International Journal for Mathematics Teaching and Learning, 2015
Linear algebra is one of the most challenging topics to learn and teach in many countries. To facilitate the teaching and learning of linear algebra, priority should be given to epistemologically analyze the concepts that the undergraduate students have difficulty in conceptualizing and to define their ways of reasoning in linear algebra. After…
Descriptors: Algebra, Mathematics Instruction, Mathematical Concepts, Concept Formation
