Example-generation tasks have been suggested as an effective way to both promote students' learning of mathematics and assess students' understanding of concepts. E-assessment offers the potential to use example-generation tasks with large groups of students, but there has been little research on this approach so far. Across two studies, we…

Problem posing is a promising teaching method for enhancing motivation and performance in mathematics and more specifically in mathematical modelling. Hence, the goals of our study were twofold: (1) to examine the effects of problem posing on modelling performance, self-efficacy, and task values in solving modelling problems, and (2) to analyze…

The number line estimation task is frequently used to measure children's numerical magnitude understanding. It is unclear whether the resulting straight, horizontal, left-to-right-oriented estimate patterns indicate task constraints or children's intuitive number--space mapping. Three- to six-year-old children (N = 72, M[subscript age] = 4.89, 56%…

Number-recognition tasks, such as the how-many task, involve set-to-word mapping, and number-creation tasks, such as the give-n task, entail word-to-set mapping. The present study involved comparing sixty 3-year-olds' performance on the two tasks with collections of one to three items over three time points about 3 weeks apart. Inconsistent with…

Background: High working memory capacity is associated with improved mathematical problem-solving skills. A leading theory about why working memory enhances problem-solving suggests that capable problem solvers might offload information from their working memory for later use. Aims: This study examined whether the ability to offload information…

The area concept may appear in a wide range of problem situations. The representations used (geometrical, numerical and algebraic) in such situations entail particular practices that condition the partial area meanings. Thus, this study aims to characterize the partial area meanings mobilized in the resolution of area tasks. Each of the area…

One of the well-known approaches to creativity differentiates between creative person, process, product, and press. In the study presented in this paper we focus on creative process and product associated with Problem Posing through Investigation (PPI) by experts in mathematical problem solving. We link the creative process to creativity of PPI…

It is well known that students benefit from opportunities to interpret and create different representations (e.g., diagrams, graphs, tables, symbols) of mathematical ideas. Employing Marton's Variation theory as a lens, I argue for an expansion of the use of multiple representations in task design for graphs: Incorporate two different forms of the…

Self-efficacy, the beliefs learners hold about what they can do, develops largely from whether learners perceive and interpret their experiences as successful (i.e., perceived mastery). In mathematics, the relationship between perceived mastery and self-efficacy has been well established. Less is known about the factors that may influence…

Students' emotions (e.g., enjoyment, boredom) while doing math and their situational interest in mathematics are important for their learning of mathematics, but examinations of teachers' judgments of students' emotions and interest while solving tasks are rare. Moreover, we do not know much about the predictors of teachers' judgments of students'…

Storytelling is a valuable form of human expression that allows audience members to connect their own experiences with the narrative. As a pedagogical tool, storytelling has been explored mainly in primary school education but rarely in higher education. However, its potential for assisting students in learning mathematics and the societal…

This study examined repeating and growing pattern knowledge and their associations with procedural and conceptual arithmetic knowledge in a sample of U.S. children (N = 185; M[subscript age] = 79.5 months; 55% female; 88% White) and adults (N = 93; M[subscript age] = 19.5 years; 62% female; 66% White) from 2019 to 2020. Three key findings emerged:…

There is a substantial amount of literature focusing on the importance of culturally relevant teaching that emphasizes connecting the school's curriculum with the culture of students. This approach can be accomplished through the concept of ethnomathematics. Ethnomathematics studies how cultural groups practice and use math in daily activities…

The purpose of this study was to investigate the impact of mLearning or mobile device practice on the attention and accuracy of student's use of math concepts, specifically, telling time. A single subject, alternating treatment design was used to compare mLearning to paper and pencil practice in four 3rd grade male students. Results were mixed;…

A critical part of supporting the development of students' algorithmic thinking is understanding the challenges that emerge when students engage with algorithmatizing tasks--tasks that require the creation of an algorithm. Knowledge of these challenges can serve as a basis upon which educators can build effective strategies for enhancing students'…