The aim of this study is to reveal and evaluate the attending and interpreting skills of student thinking of prospective teachers, as well as their instructional suggestions as responding skills. The current study was conducted with 29 prospective mathematics teachers (PMTs) within a qualitative design in the context of probability. First, three…

The notion of function is central in all of the secondary curriculum, and indeed functional models appear in almost all higher education that is based on mathematics. However, in secondary education, functions usually appear in restricted and somewhat sterile forms. In this (mostly theoretical) paper, we present a proposal -- exemplified by a…

The design of algorithms is one of the hardest topics of high school computer science. This is mainly due to the universality of algorithms as solution methods that guarantee the calculation of a correct solution for all potentially infinitely many instances of an algorithmic problem. The goal of this paper is to present a comprehensible and…

Supporting students' problem-solving skills, solution planning and sequencing of different stages that are involved in successfully developing a meaningful solution to a problem has been a challenge for teachers. This case study was informed by reflective investigation methodology which explored how procedural flowcharts can support student…

This study proposes a model of several dimensions through which products of teachers' context-based mathematics problem posing (PP) can be modified. The dimensions are Correctness, Authenticity, Task Assortment (consisting of Mathematical Diversity, Multiple Data Representations, Question-Answer Format, Precision-Approximation, and…

Problem-solving is, by nature, a creative process which, by teaching through the implementation of research and discovery activities, allows students to create their knowledge, revise it and link it to broader systems. The aim of the research was to describe and analyse the process of solving biological problems through activities that are…

This study examined the relationship between mathematics achievement and epistemic actions. Cognitive actions that are observed as outcomes of using intellectual resources are referred to as epistemic actions in this study. We focused on four epistemic actions as follows: "selecting," "analyzing," "computing," and…

With the aim of engaging more students in meaningful thinking in mathematics, a cohort of Year 7 students were introduced to a 'Building Thinking Classrooms' framework for learning in mathematics. In this paper, the authors outline the key features of the implemented framework and share reflections on challenges and benefits.

This research examined the impact of the Cognitive-Communicative (C-C) model as a pedagogical strategy for teaching algebraic word problems (AWPs). The C-C model integrates structured dialogue, concept clarification, and systematic problem-solving steps to enhance students' comprehension and reasoning. Employing a mixed-methods framework, the…

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…

The National Council of Teachers of Mathematics (NCTM, 2014) highlights that effective teaching practices promote students' reasoning and sense making through various problem-solving strategies. Rather than telling students what to do and how to solve problems, teachers are expected to engage learners in accessible real-life problem situations…

Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed…

This study examines the impact of the Scientific Creativity in Practice program on students' scientific creativity. This comprehensive teaching program aims to foster general creative skills, domain-specific competencies, and certain personality traits in science education. The program includes a variety of interventions and reflection tools that…

This qualitative research study uses middle-grades students' numerical reasoning to model their symbolic representations of the relationship between two multiplicatively related unknowns on an algebra task. Students in sixth grade through ninth grade participated in clinical interviews that assessed their numerical reasoning using the Number…

To make sense of our interconnected and algorithm driven world, students increasingly need proficiency with computational thinking (CT), systems thinking (ST), and computational modeling. One aspect of computational modeling that can support students with CT, ST, and modeling is testing and debugging. Testing and debugging enables students to…