In this article, we report on a typology of the demands of statistical and mathematical products (StaMPs) embedded in media items related to the COVID-19 (coronavirus) pandemic. The typology emerged from a content analysis of a large purposive sample of diverse media items selected from digital news sources based in four countries. The findings…

To solve mathematical modelling problems, students must translate real-world situations, which are typically presented in text form, into mathematical models. To complete the translation process, the problem-solver must first understand the real-world situation. Therefore, reading comprehension can be considered an essential part of solving…

We present two empirical studies with 241 and 211 pre-service teachers that evaluate the explanatory power of word order matching and static comparison as models for the reversal error. We used tasks consisting of generating an algebraic equation representing a comparison given in a verbal statement. We introduce the types of magnitude involved in…

At the start of mathematics education children are often presented with addition and subtraction problems in the form of pictures. They are asked to solve the problems by filling in corresponding number sentences. One type of problem concerns the representation of an increase or a decrease in a depicted amount. A decrease is, however, more…

In this study, we explored the structural relationship between the students' perceived use of cognitive and metacognitive reading strategies (CMRS) and their reading comprehension of geometry proof (RCGP), and we also examined the differences in students' perceived use of reading strategies among the poor, moderate and good comprehenders. A sample…

This paper (1) presents a conceptual framework for analyzing the mathematics addressed in probability lessons and (2) uses the framework to compare the mathematics that two teachers with contrasting teaching approaches addressed in class when teaching the topic of probability. One teaching approach aimed to develop understanding; the other…

Previous research has shown that--due to the extensive attention spent to proportional reasoning in mathematics education--many students have a strong tendency to apply linear or proportional models anywhere, even in situations where they are not applicable. This phenomenon is sometimes referred to as the "illusion of linearity". For example, in…

The focus is on the metacognitive awareness of ten high-achieving high school pupils in mathematics in Denmark and England and their understanding of their cognitive learning processes and strategies. Mainly unstructured focus group interviews investigate how they explain that they learn a mathematical concept that is new to them. I develop the…