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…

When asked about school mathematics, students rarely describe it as meaningful or relevant. Research shows that students are more engaged when they are challenged to think critically, and can connect the content to their lived experiences. This "Equity Tool" is designed to assist educators in reviewing curricula to determine if it…

Research for Action (RFA) in partnership with the University of Texas at Austin is engaged in a five-year mixed-methods study of the reforms associated with California AB 705. Over the course of the study, our team will assess the implementation, impact, and cost effectiveness of reforms associated with the law. This second interim report,…

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…

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…

The COVID-19 pandemic has been called an educational catastrophe. It caused massive disruptions in education, learning loss for students, and massive increases in teacher workloads, stress, and health-related issues. There were significant issues of student disengagement and rampant cheating on assessments. This paper looks not at the huge…

South African education has experienced significant curricular reform since the mid-1990s, but its implementation has not matched expectations. This study explores teachers' perspectives on implementing these reforms in schools, with the aim of ascertaining the challenges they faced in the process, and the kind of support, guidance and…

The objective of this study is to better understand the process by which K-12 school districts select curricula materials in four critical subject areas: Mathematics, English Language Arts, Science, and History and Social Studies. This research has two primary goals: (1) to understand the process by which K-12 school districts select and adopt…

This paper explores teachers' perceptions of their learners' proficiency in statistical literacy, reasoning and thinking. Research in Statistics education has prompted a move away from the teaching of statistical skills, towards focusing on the development of statistical literacy, reasoning and thinking. The recent South African Grade 10-12…

This is a summative report based on Year Three data from the MSP Grant Project entitled, "Content Development for Investigations" (CoDE:I). The purpose of the MSP grant program was to develop standards-based elementary mathematics teachers by giving teachers the tools to teach with a new standards-based mathematics curriculum,…

This report contains the findings of the Oregon Applied Academics research and development project which spanned three academic years from 2010 through 2013. The overall purpose of the project was to develop and implement a technical math course that would meet graduation requirements and improve student performance. The State of Oregon has been…

Interviews of students (n=68) and lecturers (n=32) in honors mathematics courses found (a) lecturers' unrealistic estimates of students' private study time and (b) lecturers lecturing too fast. Includes recommendations for curriculum development and sample interview schedules. (MKR)

The Center for Applied Research and Educational Improvement at the University of Minnesota has been working with SciMathMN to conduct a multi-year study of the implementation and impact of standards-based mathematics curricula in Minnesota in several district settings. Phase 1 of the study began in fall 2000 and continued through the 2000-2001…

Varied academic ability is a problem across the country and is the focus of this action research project report. The four teacher researchers were searching for way to reach all learners with their mathematics instruction. The purpose of the research was to increase mathematical performance in a varied ability math classroom. To address varied…

The Austin Collaborative for Mathematics Education (ACME) of the Austin Independent School District (AISD), Texas, is a systemwide initiative to support the implementation of the curriculum and appropriate use of resources, thus improving instruction in all K-8 mathematics classrooms in the district. The initiative, funded by the National Science…