Technological resources in secondary education have had problems in their implementation, especially in public institutions, this has caused teachers to keep traditional learning methodologies, with minimal alternatives to use active methodologies due to the limited access to Information and Communication Technologies (ICT). The present research…

The mathematics classroom is particularly vulnerable to these judgments of perfectionism, with endless evidence of students and teachers believing that mathematics is based on an ultimate truth or a single, objective, unique answer. School mathematics still favors students' participation in rote procedures, memorization, and using only a few…

We use a narrative framework to investigate how mathematics textbook lessons can promote sustained student inquiry. Our analysis of four high school textbook lessons on the SSA congruence property, three of which contain explorations, reveals how explorations can promote problem-solving perseverance by inspiring readers to raise mathematical…

Students' proof abilities were explored in the context of an inquiry-based learning (IBL) approach to teaching an introductory proofs course. IBL is a teaching method that puts the responsibility for proof on students and focuses on student discussion and exploration. Data collected from each of the 70 participants included a portfolio consisting…

The purpose of this article is to understand how educators may support students from different backgrounds (both relatively privileged and marginalized) to participate equitably and meaningfully in ethical data science discussions. To do this, we draw on the literature regarding STEM identity formation, use Cobb and Yackel's (1996) framework for…

When dealing with elementary algorithms in the classroom, we almost always limit ourselves to considering the purely procedural aspects. In so doing, we run the risk of providing students with a distorted and reductive vision of mathematics, which could foster an attitude of disaffection towards the discipline among students. This work aims to…

Too often, high school algebra students encounter topics in a discrete, disconnected fashion. In the authors' first years of teaching, they found students to be adept at solving problems they were currently studying; for instance, they could solve quadratics during a quadratics unit. Too often, however, students struggled with that same content…

New educational technologies present an opportunity to help teachers monitor and support their students remotely in Science, Technology, Engineering, and Mathematics (STEM). However, most technologies do not have the capacity to comprehensively assess and report on students' critical 21st century practice competencies (such as those described in…

There is a need to investigate didactic strategies that can enhance engagement in science and mathematics education. This paper reports on the introduction of WebQuests, as part of collaborative inquiry, to enhance students' engagement in their mathematics lessons in Qatar. We present interview data gathered from eight student focus groups (grades…

"University of Chicago School Mathematics Project (UCSMP)" is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and…

This qualitative case study examined similarities and differences between circle geometric proof development tasks set up in the Malawian Grade 11 mathematics textbook, and those that are set up and implemented by teachers in the classroom. Data generation included analysing the content of circle geometry proof tasks from the mathematics textbook…

"University of Chicago School Mathematics Project (UCSMP)" is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and…

"University of Chicago School Mathematics Project (UCSMP)" is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and…

"Project-Based Learning in the Math Classroom" explains how to keep inquiry at the heart of mathematics teaching and helps teachers build students' abilities to be true mathematicians. This book outlines basic teaching strategies, such as questioning and exploration of concepts. It also provides advanced strategies for teachers who are…

The article examines how a high school teacher designed an honors precalculus blended-learning class in North Carolina. By making videos of precalculus lectures where she had students watch during their days off from the class, the teacher was able to have her students work on problem solving and inquiry-based activities in groups when in-class.…