The purpose of this study is to conduct a bibliometric analysis of the research published in the field of mathematics misconception from 1947 to 2023, to determine the general knowledge structure and participation in research publication. An analytical approach was used based on Scopus database data. This study used mixed methods; quantitative…

This paper addresses the recent body of research in algebra and algebraic thinking from 2018 to 2022. We reviewed 74 journal articles and identified four clusters of content areas: (a) literal symbols and symbolizing, (b) equivalence and the equal sign, (c) equations and systems, and (d) functions and graphing. We present the research on each of…

External visualization (i.e., physically embodied visualization) is central to the teaching and learning of mathematics. As external visualization is an important part of mathematics at all levels of education, it is diverse, and research on external visualization has become a wide and complex field. The aim of this scoping review is to…

In learning mathematics in the 21st century and after the COVID-19 pandemic, a multimodal role in the process of drawing conclusions involving mathematical symbols or signs is very much needed. This process is called multimodal semiotic reasoning. This research aims to study the literature on multimodal semiotic reasoning research articles. Until…

This study reviewed papers in the Web of Science database from 2010 to 2020, which were relevant to the integration of the dynamic geometric software, GeoGebra, into mathematics education with a focus on publication trends, research methods, participants, application domains, learning strategies, and research issues. It was found that there have…

The preparation gap [Salehi et al., Phys. Rev. Phys. Educ. Res. 15, 020114 (2019)] refers to gaps in students' prior knowledge that can negatively affect their learning as they engage in introductory physics courses. To better characterize the gap, the current study distinguished the impact of various prior knowledge components on learning gains.…

Given the relevance of graphs of functions, we consider their inclusion in primary education from the functional approach to early algebra. The purpose of this article is to shed some light on the students' production and reading of graphs when they solved generalization problems from a functional thinking approach. We aim to explore how 3rd and…

Understanding the magnitudes represented by numerals is a core component of early mathematical development and is often assessed by accuracy in situating numerals and fractions on a number line. Performance on these measures is consistently related to performance in other mathematics domains, but the strength of these relations may be…

Given the significance of functional thinking as one of the main routes to foster early algebraic thinking, in this paper we describe how a current elementary mathematics textbook's unit titled "Pattern and Correspondence" was developed in the Korean context. The following four key instructional elements for fostering functional thinking…

This study examines the impact of early Algebra I coursework on advanced Carnegie credits among 12th graders from diverse racial/ethnic backgrounds, using data from the NCES HSTS (1990-2019). Findings indicate that early Algebra students, particularly Black and Latinx, earn more advanced credits, revealing a widening gap in advanced course…

The ability to solve mathematical problems has been an interesting research topic for several decades. Intuition is considered a part of higher-level thinking that can help improve mathematical problem-solving abilities. Although many studies have been conducted on mathematical problem-solving, research on intuition as a bridge in mathematical…

The purpose of this article was to evaluate the quality of research studies and the evidence base for algebra instruction for secondary students with learning disabilities (LD) from 2000 to 2020. We evaluated the quality of methodological rigor of a total of eight single subject and three group design research studies using the 2014 Council for…

This paper reports a systematic literature review of the balance model, an often-used aid to teach linear equations. The purpose of the review was to report "why" such a model is used, "what" types of models are used, and "when" they are used. In total, 34 peer-reviewed journal articles were analyzed, resulting in a…

It is imperative teachers use evidence-based practices to instruct all learners. Yet, there are limited reviews focused on educational practices to support secondary students with learning disabilities in algebra. This evidence-based systematic review focused on research published in peer review journals between 1999 and 2019. Eighteen studies…

In this study, the authors examined a group of related literatures that used the same large-scale nationally representative dataset with algebra achievement as the outcome to explore why results from the same dataset may differ across studies. More specially, the authors synthesized the extant research literature that utilized data from the High…