The book provides an entry point for graduate students and other scholars interested in using the constructs of Piaget's genetic epistemology in mathematics education research. Constructs comprising genetic epistemology form the basis for some of the most well-developed theoretical frameworks available for characterizing learning, particularly in…

The challenges involved in navigating between home, school and academic languages, especially in a low resource context, have been well documented in the literature. Processes and strategies that allow the use of students' "language as resource" have also been suggested by research. In the context of explorations, where students work…

Despite the use of axiomatic definitions for mathematical concepts, scholars struggle to produce a single definition of angle that does not have some limitations. Textbooks' treatment of angle and its measure reflects this multifaceted nature of the angle concept while informing the different ways learners conceive of these concepts. In this…

In this paper, we describe how pre-service teachers portray stereotypical mathematics teachers. Using longitudinal data -- from 2007 to 2020 -- of pre-service teachers' drawings (N = 767), we report on four clusters of stereotypical mathematics teachers. In all clusters, we find significant gender differences. Stereotypical teachers in two…

Virtual reality (VR) research in mathematics education has centred largely on geometry content. This paper contributes by describing VR modules developed for another area that heavily involves three-dimensional objects: multivariable calculus. This paper also contributes by describing an empirical study on students' experiences inside the VR…

This study outlines the assessment culture of mathematics in Finnish basic education (grades 6 and 9) based on a nationally-sampled dataset (N = 673). The study draws on the theoretical framework of assessment cultures as defined through cultures of learning, compliance and fear. We approach the assessment culture of mathematics through the…

This article focuses on students' meaning-making when working with mathematics textbooks from a multimodal approach that encompasses all resources for communication, which is an under researched area. Central to this study are the designed meanings of the textbooks and the affordances discovered by students when working with the textbooks. Video…

Taking into consideration that young children engage with mathematics outside of the preschool classroom, this study focuses on adults' awareness of numerical ideas raised by young children without and with adult involvement. Ninety adults in Israel, the majority of whom were parents or grandparents of children aged 3-6 years, participated in this…

Pattern is fundamental to mathematical learning yet pattern has been conspicuously low key within early mathematics curriculum guidance in England despite evidence that it predicts later attainment in mathematics overall. Whilst recent curriculum changes have seen pattern afforded enhanced status, this is within a conception of pattern that marks…

Continuing to study mathematics is currently a requirement for low attaining 16- to 18-year olds in Further Education, as part of an ongoing drive to raise basic numeracy skills in England. However, these students, widely regarded as demotivated, often fail to make any progress in mathematics over the two years. This research explores how students…

In this article, we consider the phenomenon of improvisation by small groups of middle years students while engaged in rich mathematical tasks in a classroom setting. Working from the premise that improvisation comprises a spectrum of behaviour, we propose that there is a range of improvisational behaviours that may be observed as the students…

Knowing how best to respond to students' mathematical inquiries is an important skill for all teachers to develop. A class of pre-service teachers (PSTs) was presented with a scripting task in which a student conjectured that 1/6.5 was "exactly in between" fractions 1/6 and 1/7. However, instead of addressing the student's inquiry…

Using a critical race theoretical lens, we examine how South African secondary mathematics teachers of Black students characterised their preparation in the post-apartheid era, how they portrayed good mathematics instruction, and what challenges they identified as barriers to becoming a good mathematics instructor. We found that teachers…

This book is about promising research advancements that sparked directly or indirectly from intellectual contributions by distinguished internationally recognized mathematics educator and researcher, Edward A. Silver. The features of this book include: (1) A focus on the research areas that have benefited from Dr. Silver's intellectual…

Previous research into the teaching and learning of surface area emphasises the use of nets and formulae to calculate the total surface area of three-dimensional objects despite enduring student difficulties. This study investigated an instructional intervention for Year 8 mathematics students (n = 47; 13-14 years old) designed to elicit multiple…