In this paper, we are interested in a dynamic vision of diagrams, focusing on their evocative power, their force in mathematical activity and their potential for interaction with mathematical objects. We are inspired by the work of C. S. Pierce to see diagrams as "inscriptions that organise space and articulate relations" and that of the…

Educators often argue that students should engage in activities such as conjecturing, proving, and deductive reasoning. The underlying principle is that learning mathematics means doing as mathematicians do. However, "mathematician" implicitly refers to a pure mathematician at university. "The aim of our paper is to critically…

"Pre-K Mathematics" is a supplemental mathematics program focusing on a range of mathematical concepts to help develop children's informal mathematical knowledge. The "Pre-K Mathematics" program includes teacher-led, small-group mathematics activities that are engaging and hands-on, as well as caregiver-child activities that…

Originally written 30 years ago, this paper is an analysis of the central challenge of schooling--that of engaging fully the powers of students' minds in classroom learning. This challenge maintains its relevance today. The work of engaging what John Dewey referred to as students' "inner attention" becomes the focus of an investigation…

This paper attempts to engage the field in a discussion about what mathematics is needed for students to engage in society, especially with an increase in technology and digitalization. In this respect, mathematics holds a special place in STEM as machines do most of the calculations that students are taught in K-12. We raise questions about what…

This paper refers to the concept of semiotic and theoretic control describing resources to conduct decisions in epistemic processes. We consider an argumentation process from a complex problem-solving activity involving different conceptual frames related to parabolas. Using a micro-analytical interpretative lens, we will show that, in order to…

Chris Brough and Nigel Calder share two scenarios in which students co-constructed their curriculum through generating their own problem solving and mathematical investigations. This article is a valuable exploration of the benefits of teachers working in partnership with their students.

In seeking to understand how parent/child homework activity may provide a learning opportunity for parents as well as for children, the authors examined three bodies of literature: (1) research on parent involvement in homework; (2) research on parent reengagement with mathematics learning; and (3) research on the nature of parent/child math talk…

This report summarizes findings on strategies chosen by students (n=38) when solving algebra problems related to various functions with the freedom to use a TI-83 graphing calculator, influences on student problem-solving strategy choices, student ability to approach algebra problems with use of multiple representations, and student beliefs on how…

"Progress in Mathematics[C] 2006" is a new core curriculum for students in kindergarten through grade 6. "Progress in Mathematics[C] 2006" differs substantively from "Progress in Mathematics[C] 2000" in both content and assessment material. "Progress in Mathematics[C] 2006" uses a sequence of systematic…

In this paper we report an analysis of a teaching sequence in which Grade 11 students were asked to produce some graphs corresponding to the relationship between time and distance of a cylinder moving up and down an inclined plane. The students were also asked to carry out the experience using a TI 83+ graphic calculator equipped with a sensor,…