This article reports on the design and implementation of a didactic sequence in the frame of a design-based research study. The research aim is to test the hypothesis that affordances of dynamic geometry may support students' awareness of logical relationships between geometrical properties of constructed figures. We elaborate on the task design…

Designing and implementing purposefully developed tasks have been linked to students' understanding of mathematical topics. We report on design principles and intentions that guided the development of "inquiry-oriented tasks." Through a qualitative analysis of the tasks, we identified seven themes that encapsulated these design…

This paper describes a study for teaching number system in a computer arithmetic course and addresses the existing gap in the current course by focusing on the characteristics of applications. A redundant residue number system (RRNS) is an efficient and innovative number system that inherits the interesting properties of both residue number system…

This article describes an instructional sequence used with inservice secondary mathematics teachers as part of a graduate course. The instructional sequence focused on designing tasks using Interactive Geometry Software (IGS). This study answers a call for replication studies to investigate the use of an established instructional sequence. Results…

The notions of meaning and sense, which are closely related to understanding, play an essential role in educational processes in general and, therefore, in the teaching and learning of mathematics. However, the terms 'meaning' and 'sense' are unevenly used in the theory of language, semiotics, philosophy and psychology. After describing the main…

Generalization is considered to be an essential part of mathematical reasoning and proving, and it has many definitions in mathematics education research. Despite its centrality, teachers often have difficulty identifying and responding to generalization in students' work. In this study, we focus on preservice teacher's (PTs) ability to describe…

Many students who take a mathematics course as part of their post-secondary education are not enrolled in a mathematically-intensive degree program. This poses a challenge to mathematics departments that, for example, value and privilege more traditional mathematics curriculum: should students in such courses be taught differently than those in…

The COVID-19 pandemic prompted a shift in K-12 educational delivery from primarily in-person classroom instruction to remote learning. Developing broadcast instruction is one way to provide learners who experience barriers to contemporary forms of remote learning, which are typically provided over the internet, a way to access quality mathematics…

Two groups of mathematics faculty, one from a four-year college and one from a two-year college, redesigned their respective introductory college mathematics courses following presentation of observational data regarding how faculty had been teaching the courses. This presentation emphasised how infrequently faculty teaching introductory college…

This paper reports on an intervention as part of which direction fields were introduced to students learning ordinary differential equations (ODEs). The intervention was designed and implemented to address issues with students' conceptions of the solutions of ODEs. These were identified by a diagnostic survey and through a review of the…

This study explored prospective middle school mathematics teachers' developing understanding of geometric transformations through designing and implementing an instructional unit in a technology supported classroom environment. The instructional unit including seven activities was developed by considering past research on learners' pre-existing…

This study examines the construct of distance -- the degree of difficulty of interacting with something -- as part of activity involving children using touchscreen digital games to learn mathematics. Ten fifth-grade children engaged in video-recorded semi-structured task-based interviews in which they used two touchscreen digital mathematics games…

Probability education has fast become a contested area, with curriculum authorities in some countries recently suspending its introduction until the post-primary years. In other countries, children as young as 7 years are introduced to informal probability concepts. These recent international shifts in practice have contributed to a paucity of…

While there is considerable scholarship describing principles for effective professional development, there have been few attempts to examine these principles in practice. In this paper, we identify and examine the particular design features of a mathematics professional development experience provided for middle grades teachers over 14 weeks. The…

This article reports the development and refinement of science and mathematics integrated activities for middle school students. The expectations of the National Council of Teachers of Mathematics that students develop an understanding of mathematics and an ability to apply it gave birth to these activities. The expectations of the National…