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Oi-Lam Ng – For the Learning of Mathematics, 2025
This essay extends beyond the characteristics and discourse of word problems to, more generally, school mathematical problem-solving and the implications entailed by a predominant paper-and-pencil mode of learning and instruction since the modern era of education. Contrasting what I call "one-handed" (with paper-and-pencil) with…
Descriptors: Thinking Skills, Computation, Problem Solving, Mathematics Education
Mari Fukuda; Emmanuel Manalo – Research in Mathematics Education, 2024
To encourage students' self-regulated learning at home, developing skills for textbook use to overcome learning-related impasses is crucial. This study examined the effects of providing mathematics class sessions that combined teacher instruction on appropriate textbook use with peer instruction, aimed at promoting students' spontaneity and…
Descriptors: Textbooks, Metacognition, Student Attitudes, Teaching Methods
Mine Isiksal Bostan; Serife Sevinç; Magdalini Lada; Zbynek Kubácek – International Electronic Journal of Mathematics Education, 2025
In this cross-national study, we explore the different ways of reasoning-and-proving (RP) presented in three 8th grade textbooks, one from each country: Turkey, Norway, and Slovakia. While the analysis revealed that all three textbooks contain similar numbers of problems involving some form of RP, differences exist in terms of the dominating ways…
Descriptors: Textbooks, Textbook Content, Grade 8, Mathematics Instruction
Vula, Eda; Berisha, Fatlume – European Journal of Educational Research, 2022
Algebraic knowledge transfer is considered an important skill in problem-solving. Using algebraic knowledge transfer, students can connect concepts using common procedural similarities. This quasi-experimental study investigates the influence of algebraic knowledge in solving problems in a chemistry context by using analogical transformations. The…
Descriptors: Algebra, Problem Solving, Transfer of Training, Chemistry
Laksmiwati, Pasttita Ayu; Hidayah, Miftahul; Schmidthaler, Eva; Prahmana, Rully Charitas Indra; Sabitzer, Barbara; Lavicza, Zsolt – Journal on Mathematics Education, 2023
Nowadays, digital technologies are crucial in supporting students in geometry in secondary mathematics classrooms. However, in some cases, the role of visual function in technology was only utilized for seeing and conjecturing, not for experimenting, while to develop a relational understanding of geometry concepts, students should actively…
Descriptors: Student Diversity, Geometry, Mathematics Instruction, Teaching Methods
Brawand, Anne; King-Sears, Margaret E.; Evmenova, Anya S.; Regan, Kelley – Learning Disability Quarterly, 2020
Schema-based instruction (SBI) was used to teach nine middle school students with high-incidence disabilities (HID) to solve proportional reasoning word problems. A multiple-baseline-across-groups design was used to determine student understanding of the SBI process. The design consisted of three phases including baseline, SBI process, and…
Descriptors: Middle School Students, Students with Disabilities, Logical Thinking, Word Problems (Mathematics)
Pradina Parameswari; Purwanto; Sudirman; Susiswo – Mathematics Teaching Research Journal, 2024
Students' difficulties in differentiating the direct proportion and inverse proportion problems cause interference. Proactive interference is the error that occurs when old information (concept of direct proportion) interferes with new information (concept of inverse proportion). In solving the problem of inverse proportion, students often use the…
Descriptors: Problem Solving, Mathematical Concepts, Mathematics Instruction, Grade 8
Lóa Björk Jóelsdóttir; Paul Andrews – European Journal of Psychology of Education, 2024
In this paper, the multidigit arithmetic-related strategy adaptivity, strategy flexibility and solution accuracy of Danish compulsory school students is examined. Participants, 749 grade three, 731 grade six and 818 grade eight, were drawn from twenty demographically different schools. Drawing on a tri-phase assessment tool, each student completed…
Descriptors: Foreign Countries, Grade 3, Grade 6, Grade 8
Musarrat Habib; Amjad Islam Amjad; Sarfraz Aslam; Zahra Saleem; Atif Saleem – International Electronic Journal of Elementary Education, 2024
The current study was designed to examine the effect of metacognitive instruction strategies on the development of metacognition in grade 8 students and study variation in the development of metacognition in students with varying academic abilities. The study involved 80 grade 8 students from a public high school as a sample. A quasi-experimental…
Descriptors: Grade 8, Metacognition, Problem Solving, High School Students
High School Student Levels of Arithmetic Knowledge When Solving Additive Word Problems: ? Case Study
Camilo Andrés Rodríguez-Nieto; José David Cabarcas-Jiménez; Adriana Lucía Sarmiento-Reales; Benilda María Cantillo-Rudas; Jesús David Berrio-Valbuena; Sudirman Sudirman; Angela Castro Inostroza – International Electronic Journal of Mathematics Education, 2025
The level of arithmetic knowledge of a high school student was explored when solving additive word problems considering the semantic structure and syntactic component. The methodology was qualitative and developed in four stages: the first is the selection of the participant, the second is the design of a questionnaire with twenty additive…
Descriptors: Problem Solving, Arithmetic, Mathematics Instruction, Addition
Mehmet Demir; Yilmaz Zengin – International Journal of Mathematical Education in Science and Technology, 2025
The aim of this study is to show how the GeoGebra software-supported collaborative learning environment contributes to a group of students using multiple representations and reaching generalisations while solving problems collectively. Blending individual and collaborative learning activities were carried out with a learning method called ACODESA…
Descriptors: Computer Software, Geometry, Cooperative Learning, Grade 8
Jaehong Shin; Soo Jin Lee – Investigations in Mathematics Learning, 2024
In the present study, we illuminate students' multiplicative reasoning in the context of their units-coordinating activity. Of particular interest is to investigate students' use of three levels of units as given material for problem-solving activity, which we regard as supporting a more advanced level of multiplicative reasoning. Among 13 middle…
Descriptors: Mathematics Instruction, Multiplication, Middle School Students, Mathematical Logic
Aslan, Bilge Yilmaz; Özmusul, Begüm – Education Quarterly Reviews, 2022
In this study, it is aimed to determine the algebraic thinking habits of two eighth grade school students through the answers they gave in the process of solving mathematical problems. The algebraic habits of mind (ZCA) theoretical framework developed by Driscoll (1999) was used to reveal these thinking habits. The research design of this study is…
Descriptors: Algebra, Mathematical Logic, Cognitive Processes, Grade 8
Mustafa Serkan Pelen – Mathematics Teaching Research Journal, 2024
The development of proportional reasoning is crucial for higher-level mathematical skills. Various studies have demonstrated that the numerical structures of problems have an impact on the strategies used to solve direct proportional problems. This research was conducted to determine eighth grade students' strategies for solving inverse…
Descriptors: Grade 8, Word Problems (Mathematics), Mathematics Instruction, Problem Solving
Manson, Elisapesi; Ayres, Paul – Educational Psychology, 2021
This study investigated the effectiveness of using a sequence of worked examples as part of the feedback cycle. Worked examples were either presented as full worked examples or partial worked examples (single-step and completion formats). In two experiments, grade 8 students completed a learning phase on a mathematics topic, which was immediately…
Descriptors: Error Correction, Feedback (Response), Demonstrations (Educational), Direct Instruction