The National Council of Teachers of Mathematics (2000) emphasizes the importance of communication in mathematics and mathematics education. Effective mathematical communication is essential in mathematics instruction, as it is a collaborative and social activity between teachers and students (Moschkovich, 2002; Khairunnisa et al., 2020). This…

A common educational assumption is that coherence is a pre-requisite for a "good" curriculum. Indeed, in mathematics education this perspective has persisted both nationally and internationally as a foundational principle for curriculum design, reform, and evaluation. While curricular coherence is often unquestioningly accepted as…

The mathematical construct of dimension is one of the fundamental ideas for developing a sound understanding of two-dimensional (2D) and three-dimensional (3D) shapes. Yet, research in mathematics education has rarely explored children's understanding of dimension in primary education. This paper explores how year 5/6 (9 to 11 years old) children…

By utilizing targeted professional learning and predifferentiated, tiered, and enriched mathematics curriculum, teachers gained an understanding of differentiation of content and the value of differentiating content for their students. They also reported a stronger understanding of how to differentiate content in the classroom. However, several…

Integrating evidence-based strategies can allow educators to tailor math instruction to empower student learning. This Spotlight will help you investigate which math curricula schools are selecting; review the disconnect between math education theory and the methods teachers actually use; learn how teachers can optimize how they introduce math…