This article presents the results of a design-based research study related to slope that took place in a high school algebra 1 classroom. In the study, students explored situations related to making predictions. As students engaged with these situations, they reinvented and made meaningful multiple subconstructs of slope. I present the findings in…

Emergent graphical shape thinking (EGST) involves interpreting or constructing a graph as dynamically generated, which is useful across science, technology, engineering, and mathematics fields. Although evidence suggests that students as young as middle school can engage in EGST with support, other research indicates most college students and U.S.…

This article documents differences between novice and experienced undergraduate students' processes of reading mathematical proofs as revealed by moment-by-moment, think-aloud protocols. We found three key reading behaviors that describe how novices' reading differed from that of their experienced peers: alternative task models, accrual of…

Students (n=105) enrolled in a college remedial mathematics course participated in a one-semester experiment to determine whether cooperative learning would help students increase their problem-solving skills in mathematics. Results indicated significant differences in favor of students using cooperative learning in solving word problems in…

Discussed is the research project that used small-group problem solving as a primary instructional strategy of second grade mathematics for an entire year. The mutual construction of classroom norms for cooperative learning style is illustrated and examples of resulting learning opportunities are given. (MDH)

Describes generalization activity as an opportunity to learn about seventh graders' understanding of functions. Findings indicate that the modeling efforts of students allowed them to analyze their understanding of representations of quantities, relationships among quantities, and relationships among the representations of quantities in both…

Explores mathematics and parent-child interactions in a group of 21 parents and their four-year-old children. Findings indicate a wide range of mathematics displayed with counting being the most prevalent activity. All parents succeeded in injecting some mathematics in most sessions. Questioning children's knowledge was found to be the main…

The use of games in retraining skills with basic multiplication facts was studied in elementary grades. The games were effective in retraining skills. Pretesting had no effect. (MP)

The framework of Tharp and Gallimore (1988) was adapted to form a ZPD (Zone of Proximal Development) Model of Mathematical Proficiency that identifies two interacting kinds of learning activities: instructional conversations that assist understanding and practice that develops fluency. A Class Learning Path was conceptualized as a classroom path…

Absenteeism dropped markedly when educational games were used in middle school mathematics instruction. (SD)

Assignment projects for high-achieving ninth graders were developed, and a comparative evaluation study indicated that they were effective. It bacame clear that teachers needed more practical support, so a diagnostic study was undertaken, leading to the establishment of a link between a categorization of student difficulties and a hierarchy of…

This study examined the benefits to teachers who used impromptu writing prompts in first- and second-year algebra classes. Interpretive research methodology was used to collect and analyze data. Concluded that teachers' assessment of students' understanding was enhanced by reading their students' responses to impromptu writing prompts, thus…

Describes a program in second-grade Dutch mathematics classes that emphasizes mental addition and subtraction of two-digit numbers up to 100. Deals with a strategy of counting by 10s from any number. (Contains 56 references.) (RLB)