Publication Date

In 2019 | 0 |

Since 2018 | 56 |

Since 2015 (last 5 years) | 212 |

Since 2010 (last 10 years) | 396 |

Since 2000 (last 20 years) | 541 |

Descriptor

Source

Journal for Research in… | 1114 |

Research in Mathematics… | 111 |

International Journal of… | 63 |

REDIMAT - Journal of Research… | 49 |

International Consortium for… | 2 |

Author

Publication Type

Education Level

Audience

Researchers | 147 |

Practitioners | 73 |

Teachers | 45 |

Policymakers | 2 |

Location

United Kingdom (England) | 25 |

United Kingdom | 20 |

Israel | 14 |

California | 13 |

United States | 13 |

Brazil | 9 |

Canada | 9 |

Netherlands | 8 |

Japan | 7 |

Australia | 6 |

New Zealand | 6 |

More ▼ |

Laws, Policies, & Programs

No Child Left Behind Act 2001 | 3 |

Brown v Board of Education | 1 |

G I Bill | 1 |

Plessy v Ferguson | 1 |

Assessments and Surveys

What Works Clearinghouse Rating

Meets WWC Standards without Reservations | 4 |

Meets WWC Standards with or without Reservations | 5 |

Does not meet standards | 5 |

Hoogland, Kees; Pepin, Birgit; de Koning, Jaap; Bakker, Arthur; Gravemeijer, Koeno – Research in Mathematics Education, 2018

This article reports on a "post hoc" study using a randomised controlled trial with 31,842 students in the Netherlands and an instrument consisting of 21 paired problems. The trial showed a variability in the differences of students' results in solving contextual mathematical problems with either a descriptive or a depictive…

Descriptors: Word Problems (Mathematics), Mathematics Instruction, Academic Achievement, Foreign Countries

Alderton, Julie; Gifford, Sue – Research in Mathematics Education, 2018

This article draws on Foucault's concepts of power and discourse to explore the issues of teaching mathematics to low attainers in primary schools in England. We analyse a data set of interviews, from a larger study, with the mathematics teachers of one child across three years, showing how accountability practices, discourses of ability and…

Descriptors: Mathematics Instruction, Low Achievement, Academic Ability, Inclusion

Polotskaia, Elena; Savard, Annie – Research in Mathematics Education, 2018

Pupils' difficulties in solving word problems continue to attract attention: while researchers highlight the importance of relational reasoning and modelling, school curricula typically use short word problems to develop pupils' knowledge of arithmetic operations and calculation strategies. The Relational Paradigm attributes the leading role in…

Descriptors: Mathematics Instruction, Problem Solving, Grade 2, Experimental Groups

Abtahi, Yasmine – Research in Mathematics Education, 2018

In this article, I use the Vygotskian concept of the Zone of Proximal Development (ZPD) to examine the learning experience of two grade seven pupils as they attempted to solve an addition of fractions problem using fraction strips. The aim is to highlight how tools can facilitate the enactment of a ZPD, within which the tool provides the guidance.…

Descriptors: Learning Experience, Grade 7, Fractions, Problem Solving

Smith, Julie M.; Mancy, Rebecca – Research in Mathematics Education, 2018

The purpose of this study was to enhance our understanding of the relationship between collaborative talk and metacognitive talk during group mathematical problem-solving. Research suggests that collaborative talk may mediate the use of metacognitive talk, which in turn is associated with improved learning outcomes. However, our understanding of…

Descriptors: Metacognition, Cooperative Learning, Discussion (Teaching Technique), Mathematics Instruction

Tsamir, Pessia; Tirosh, Dina; Barkai, Ruthi; Levenson, Esther – Research in Mathematics Education, 2018

Several studies have investigated children's engagement with repeating pattern tasks, but few have related to patterns with ABA as the minimal unit of repeat. This study focuses on identifying intuitive characteristics of children's work as they engage with repeating pattern tasks of different structures, focusing on the differences between ABA…

Descriptors: Learner Engagement, Handheld Devices, Telecommunications, Young Children

Keisar, Einav; Peled, Irit – Research in Mathematics Education, 2018

Children in a first-grade class who were taking their first steps in formal mathematical knowledge were given a sequence of five modelling tasks during their regular mathematics lessons. These tasks were different in nature from the problems they encountered in their textbooks. They are more complex and challenging, requiring analysis of the…

Descriptors: Grade 1, Sequential Approach, Task Analysis, Mathematics Activities

Helenius, Ola – Research in Mathematics Education, 2018

Play-based preschool pedagogy usually relies on informal teaching while policy trends and some research call for increased formalisation of the pedagogy. Using Bernstein's concepts of classification and framing, this article characterises mechanisms that link evaluation of preschool to the push towards the formalisation of teaching in preschool.…

Descriptors: Teaching Methods, Preschool Education, Play, Mathematics Instruction

Fosse, Trude; Lange, Troels; Hope Lossius, Magni; Meaney, Tamsin – Research in Mathematics Education, 2018

Norwegian early childhood education policy seems to have begun to shift from emphasising playing and the development of the whole child to preparing children for school. This shift has been highlighted by the Norwegian early childhood sector as undesirable "schoolification." However, mathematics education is rarely mentioned in these…

Descriptors: Foreign Countries, Early Childhood Education, Educational Policy, Mathematics Education

Towers, Jo; Takeuchi, Miwa A.; Martin, Lyndon C. – Research in Mathematics Education, 2018

While there is much written on students' emotions in learning mathematics, as yet, few studies have investigated students' experiences in the early grades (age: 4-9). Our research examining young students' mathematics autobiographies--first-hand accounts of the experience of learning mathematics--provides insight into how students' images of…

Descriptors: Mathematics Anxiety, Influences, Context Effect, Emotional Experience

Wainwright, Elaine; Attridge, Nina; Wainwright, David; Alcock, Lara; Inglis, Matthew – Research in Mathematics Education, 2017

The Theory of Formal Discipline (TFD) suggests that studying mathematics improves general thinking skills. Empirical evidence for the TFD is sparse, yet it is cited in policy reports as a justification for the importance of mathematics in school curricula. The study reported in this article investigated the extent to which influential UK advocates…

Descriptors: Foreign Countries, Mathematics Education, Logical Thinking, Thinking Skills

Wang, Yuqian; Barmby, Patrick; Bolden, David – Research in Mathematics Education, 2017

This study investigates how students in England and Shanghai understand linear function. Understanding is defined theoretically in terms of five hierarchical levels: Dependent Relationship; Connecting Representations; Property Noticing; Object Analysis; and Inventising. A pilot study instrument presented a set of problems to both cohorts, showing…

Descriptors: Foreign Countries, Mathematical Concepts, Concept Formation, Error Patterns

Bednarz, Nadine; Proulx, Jérôme – Research in Mathematics Education, 2017

Through recognising mathematics teachers as professionals who use mathematics in their workplace, this article traces a parallel between the mathematics enacted by teachers in their practice and the mathematics used in workplaces found in studies of professionals (e.g. nurses, engineers, bankers). This parallel is developed through the five…

Descriptors: Mathematics Education, Mathematics Teachers, Teaching Methods, Professional Personnel

Ayalon, Michal; Watson, Anne; Lerman, Steve – Research in Mathematics Education, 2017

This study aims to explore the conceptualisations of function that some students express when they are responding to fictitious students' statements about functions. We also asked them what is meant by "function" and many voluntarily used examples in their responses. The task was developed in collaboration with teachers from two…

Descriptors: Foreign Countries, Mathematics Instruction, Mathematical Concepts, Mathematics

Mac an Bhaird, Ciarán; Nolan, Brien C.; O'Shea, Ann; Pfeiffer, Kirsten – Research in Mathematics Education, 2017

In this article we present the findings of a research study which investigated the opportunities for creative reasoning (CR) made available to first year undergraduate students in assessments. We compared three first year calculus courses across two Irish universities using Lithner's framework. This framework sets apart imitative reasoning (IR)…

Descriptors: Creative Thinking, Thinking Skills, Calculus, College Freshmen