This study addresses first graders' conceptual knowledge exhibited in addition strategies in relation to instructional practices and teachers' beliefs in a suburban Alabama school. To address the purpose of the study, the central question was "What is the nature of the relationship between curricular practices and beliefs and students'…

Twenty-five first-year preservice teachers attending a university in the Midwest of the United States of America participated in a whole-class-setting study aimed at investigating their knowledge of how they made sense of fraction concepts and operations, and how the development of this knowledge was facilitated during a mathematics education…

The purpose of this study was to examine adult developmental mathematics (ADM) students' knowledge of fraction addition and subtraction as it relates to their demonstrated fraction schemes and ability to disembed in multiplicative contexts with whole numbers. The study was conducted using a mixed methods sequential explanatory design. In the first…

This dissertation is devoted to a history of the New York State elementary school teacher certification requirements, specifically in mathematics, during the nineteenth century. In the last half of nineteenth century, teacher education and uniform certification procedures were beginning to become the norm in the educational systems throughout the…

Mathematics, in general, and algebra courses, in particular, have been categorized as "gatekeepers" for higher education, better jobs, and even citizenship. For many low-income and working adults, community college is the institution where they choose to develop their mathematics understanding so they can pursue their dreams.…