This article analyzes Malaysian and Japanese educators' reactions to a mathematics lesson observed by a subset of researchers. The main aims are to reveal the cultural scripts about mathematical learning that are held by, but often invisible to, members of a culture; and to address educators' conceptions of teaching mathematics across cultures.…

This study aims to investigate the effect of using Minecraft on Year 5 pupils' higher-order thinking skills (HOTS) in fractional problems-solving. A quasi-experimental pretest and posttest non-equivalent groups design was used. The study sample involved 65 Year 5 pupils from two intact classes which consists of 31 pupils as the treatment group and…

Despite receiving increasing attention from mathematics education scholars, there has not yet been any overall understanding of the current state of realistic mathematics education (RME). To address this gap, this study aims to provide a review of 288 studies on realistic mathematics education from the Scopus database between 1972 and 2019. Using…

Purpose: The purpose of this action research was to identify students' errors in solving fraction number line and word problems. It also explored the effectiveness of Tik-Tok short videos in improving students' fraction understanding. Methods: The sample for this research consisted of 48 students from Form 1 at SMK SANZAC. In this study, a Check…

This article focuses on how two mathematics teachers (Amy and Beth -- pseudonyms) cope with the changes of meanings in multiplication due to the changes of contexts. It highlights the qualitative similarities and differences between these two teachers in the sense-making process of multiplication. A potentially useful framework of supportive and…

Purpose: Most literature has focused solely on either knowledge about number sense or understanding of fractions. To fill the research gap, this study examined pupils' abilities in both number sense and fractions. In particular, it investigated Year 4 and Year 5 pupils' use of strategies in developing their fraction sense. Methodology: This study…

The teaching and learning fractions is one of the most problematic areas in primary school mathematics. A large number of studies have engaged paper-and-pencil test to measure students' instrumental understanding about fractions but few have sought to learn about children's fraction sense. This paper reports a study that investigated fraction…

Students' sound knowledge of mathematical concepts is important for the development of their mathematical knowledge to support the more challenging application skills at higher levels of mathematics learning. Diverse classroom teaching strategies with appropriate teaching tools are crucial to ensure that students meaningfully achieved the set…

In this study we take up the issue of teacher knowledge by characterising the quality of one teacher's Mathematics Knowledge for Teaching (Ball, Thames and Phelps, 2008) by examining her Pedagogical Content Knowledge (PCK) that was accessed during a Lesson Study observation in a Chinese primary school. Results show that the participant's PCK was…

Three different models with continuous materials, discontinuous materials, and number lines were used to study the operation concept in six investigations on multiplication with fractions with pupils aged 11-12 in a Penang International School. All approaches could be understood by pupils, but they preferred the area and fractional models. (MNS)