Learning standards such as the "Common Core State Standards for Mathematics" [CCSSM] (NGA Center & CCSSO, 2010) advocate that we develop students' algebraic thinking "beginning in kindergarten." Such a tall order requires innovative approaches that re-imagine what teaching and learning mathematics means for the elementary…

In K-12 statistics education, there is a call to integrate statistics content standards throughout a mathematics curriculum and to teach these standards from a data analytic perspective. Annotated lesson notes within a lesson plan are a freely available resource to provide teachers support when navigating potentially unfamiliar statistics content…

This study investigates sixth-grade Turkish students' pattern-generalization approaches among arithmetical generalization, algebraic generalization, and naïve induction. A qualitative case study design was employed. The data was collected from four sixth-grade students through the Pattern Questionnaire (PQ) and individual interviews based on the…

The Department of Mathematics and Computer Science at Adelphi University engaged in a year-long program revision of its mathematics major, which was initiated by a longitudinal study and the publication of the 2015 Curriculum Guide by the MAA's Committee on Undergraduate Programs in Mathematics. This paper stands as a short story, so to speak, of…

In this article, we describe a collaboratively developed information literacy curriculum that was embedded into three core 8th grade subjects: Algebra, American History, and English Language Arts. The curriculum was rooted in the concept of generalist literacy and supported students as they developed their curiosity, skepticism, commitment to…

This article uses the concurrent mixed methods design to explore the errors made by 171 Grade Seven learners in algebraic problem-solving within the Assin Central Municipality in Ghana. The participants were categorized into low-achieving and high-achieving groups based on their performance in a pretest, to help provide a detailed examination of…

This study reports on the design and implementation of an equity-focused, project-based algebra curriculum in two advanced eighth-grade classrooms. We document with substantial detail a promising approach to capturing how students demonstrate and build robust mathematical understandings in ways that strongly connect to equity issues. We illuminate…

Mathematics faculty created a model for intermediate algebra integrating principles from the science of learning. The redesigned curriculum revolved around two big ideas (solving and graphing) and provided students with information about the formation of long-term memories, the benefits of distributed practice, the impact of physiological aspects…

The aim of this paper is to analyse the reasoning and symbolisations used by sixth grade Moroccan students in solving a task based on figurative patterns. Our analysis aims at identifying the systems of actions elaborated by the students to give the general expression of the sequence, according to their perceptions of the sequence of its patterns.…

Interdisciplinary introduction to quantum information science (QIS) courses are proliferating at universities across the US, but the experiences of instructors in these courses have remained largely unexplored in the discipline-based education research (DBER) communities. Here, we address this gap by reporting on the findings of a survey of…

Although lesson study has been shown to improve the teaching and learning of mathematics, little research has focused on reasons for engaging in it from a teacher's perspective, particularly after sustained engagement with lesson study. This qualitative study reports on thirty-three teachers from the United States who were involved in twelve…

Responsive instruction--or instruction that foregrounds and takes up the disciplinary substance of student thinking--is both a hallmark of recent STEM education reforms and challenging to enact. This kind of instruction may be especially challenging in instructional contexts that mandate or rely on curriculum with set, structured learning…

The paper describes how designers used the construct of learning trajectories to create a tool, Math-Mapper 6-8, to help scaffold curricula toward increased learner-centered coherence. It defines "learner-centered curricular coherence" as "an organizational means to promote a high likelihood that each learner traverses one of many…

Drawing on evidence from the Longitudinal Investigation of the Effect of Curriculum on Algebra Learning (LieCal) Project, issues related to mathematics curriculum reform and student learning are discussed. The LieCal Project was designed to longitudinally investigate the impact of a reform mathematics curriculum called the Connected Mathematics…

This study investigated how a group of 10 prospective secondary mathematics teachers (PST) read, evaluated, and adapted a textbook lesson involving the symbolic manipulation capabilities of computer algebra systems (CASS). PST read the entire lesson and tended to focus on the organizing question at the beginning of the student lesson and the CAS-S…