When it comes to choosing tasks, values can have a significant impact. This study explores teachers' values as they choose one task from among three that they believe will have the most potential to occasion mathematical creativity in the classroom. Participants' analyses of each task, as well as their reasons for choosing one task as most…

Non-mathematics specialists' competence and confidence in mathematics in their disciplines have been highlighted as in need of improvement. We report from a collaborative, developmental research project which explores the conjecture that greater integration of mathematics and biology in biology study programs, for example through engaging students…

In mathematical activities and in the analysis of mathematics teaching-learning processes, "objects," "signs", and "representations" are often mentioned, where the meaning assigned to those words is sometimes very broad, sometimes limited, other times intuitive, allusive, or not completely clear. On the other hand, as…

Part of the research community that has followed the Early Algebra paradigm is currently delimiting the differences between arithmetic thinking and algebraic thinking. This trend could prevent new research approaches to the problem of learning algebra, hiding the importance of considering an arithmetico-algebraic thinking, a new approach which…