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Showing 1 to 15 of 208 results Save | Export
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Sarah K. Cox; Elizabeth Hughes – School Science and Mathematics, 2025
Students with autism spectrum disorder (ASD) are included in the general education classroom more often than ever before. Despite mathematical strengths and early success, these students experience poor outcomes (academic and employment) compared to their typically developing peers. The language of mathematics increases in complexity, use, and…
Descriptors: Students with Disabilities, Autism Spectrum Disorders, Inclusion, Mathematics Instruction
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Patricio Herbst; Amanda Brown; Daniel Chazan; Nicolas Boileau; Irma Stevens – School Science and Mathematics, 2023
We contribute to the understanding of teacher noticing by focusing on what a teacher may notice in students' mathematical contributions in the context of problem-based lessons. Complementing approaches to research on noticing that focus on individual teachers' perceptual, cognitive, or situated skills, this conceptual article offers four…
Descriptors: Mathematics Teachers, Mathematics Instruction, Teacher Attitudes, Attention
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Danielle O. Lariviere; Tessa L. Arsenault; S. Blair Payne – School Science and Mathematics, 2025
This paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary…
Descriptors: Mathematics Instruction, Vocabulary Development, Learning Problems, Intervention
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Amy Ray; Julie Herron – School Science and Mathematics, 2024
In our mathematics methods courses for elementary preservice teachers, we work to uncover and confront students' understandings as well as misconceptions about important mathematical topics. Karp and colleagues' ("Teaching Children Mathematics", 21(1), 18-25) "13 Rules That Expire" article has been a useful resource for us to…
Descriptors: Mathematics Instruction, Misconceptions, Elementary School Teachers, Methods Courses
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Gruver, John; Hawthorne, Casey – School Science and Mathematics, 2022
We further conceptualize the work of responsive teaching by contrasting it with a type of teaching we call endorsing. We define responsive teaching as a type of teaching in which the teacher: (a) ensures students' ideas are the genesis of ways of reasoning that are eventually taken up by the classroom community; and (b) continually assesses and…
Descriptors: Teaching Methods, Mathematics Instruction, Student Centered Learning, Discussion (Teaching Technique)
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Zwanch, Karen – School Science and Mathematics, 2022
This study presents the preliminary qualitative results of a larger mixed methods study. The qualitative phase utilized task-based clinical interviews to examine the non-symbolic and symbolic linear generalizations of middle-grades students. This investigation identified similarities and differences in the students' generalizations, and…
Descriptors: Generalization, Mathematics Instruction, Middle School Students, Numeracy
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Aksu, Zeki; Gedik, Solmaz Damla; Konyalioglu, Alper Cihan – School Science and Mathematics, 2021
When we look at the theoretical relationships between the three types of geometry, we find that the most primitive type is topology and that both Euclidean and projective geometry are derived from this earlier type. Therefore, Piaget described the first stage or level of understanding geometry as topological understanding. In this study, the…
Descriptors: Mathematics Teachers, Preservice Teachers, Mathematics Instruction, Teaching Methods
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Raymond, Kate M. – School Science and Mathematics, 2021
Recent research demonstrates that mathematics teachers rely on a variety of curriculum materials and must make meaning and synthesize these materials for use in a particular place with particular students. While there are multiple theories about the nature of this work and the factors which influence this work, the field continues to lack a…
Descriptors: Mathematics Teachers, Mathematics Instruction, Teaching Methods, Instructional Materials
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Webel, Corey; Conner, Kimberly A.; Sheffel, Christina – School Science and Mathematics, 2022
In this article, we describe the case of "Keri," a fifth-grade teacher who had completed an Elementary Mathematics Specialist (EMS) certification program. Drawn from a larger study investigating the knowledge, beliefs, and practices of EMSs, Keri's case was unique in that she was teaching mathematics to four classes in a departmentalized…
Descriptors: Elementary School Mathematics, Grade 5, Mathematics Instruction, Elementary School Teachers
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Edelen, Daniel; Bush, Sarah B.; Simpson, Heather; Cook, Kristin L.; Abassian, Aline – School Science and Mathematics, 2020
The mathematics education community has routinely called for mathematics tasks to be connected to the real world. However, accomplishing this in ways that are relevant to students' lived experiences can be challenging. Meanwhile, mathematical modeling has gained traction as a way for students to learn mathematics through real-world connections. In…
Descriptors: Empathy, Mathematical Models, Mathematics Instruction, Relevance (Education)
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Willingham, James C.; Barlow, Angela T.; Stephens, D. Christopher; Lischka, Alyson E.; Hartland, Kristin S. – School Science and Mathematics, 2021
Two potentially impactful conceptions of mathematics and mathematics teaching, teachers' implicit theories (i.e., mindset) toward intelligence and mathematical ability, have not been well examined in the literature. This study established baseline characteristics for these constructs across grades K-12 teachers through a survey of background and…
Descriptors: Teacher Attitudes, Mathematics Skills, Elementary School Teachers, Secondary School Teachers
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Julia E. Calabrese; Mary Margaret Capraro; Radhika Viruru – School Science and Mathematics, 2024
Despite problem posing's prominence in mathematics education research, its implementation in classrooms is limited. Therefore, teacher educators should incorporate problem posing tasks into preparation programs to help prospective teachers gain confidence in their abilities. One approach to teaching problem posing includes providing examples. The…
Descriptors: Semantics, Preservice Teachers, Teacher Education Programs, Self Efficacy
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Marin, Katherine Ariemma; White, Stephanie J. – School Science and Mathematics, 2023
Middle and high school students are part of Generation Z (birth years 1997-2012), a group that is emerging as very different from their parents and teachers. This article considers ways that generational research about Generation Z learners and NCTM's Effective Mathematics Teaching Practices can be used to inform and innovate practice in the…
Descriptors: Teaching Methods, Mathematics Instruction, Age Groups, Instructional Design
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Bima Sapkota; Amanda Huffman Hayes – School Science and Mathematics, 2024
Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs' practices, we operationalized six MKT subdomains in terms of approximations…
Descriptors: Preservice Teachers, Mathematics Teachers, Teacher Education Programs, Pedagogical Content Knowledge
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Alyami, Hanan – School Science and Mathematics, 2020
Empirical studies of angle, angle measure, and radian angle measure have primarily focused on documenting students' and teachers' conceptions. Representations of angle measure have the potential to inform and build on these conceptions. To gain insight into the concept of radian angle measure from a curricular perspective, I investigated the…
Descriptors: Textbooks, Mathematics Instruction, Mathematical Concepts, Geometry
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