Publication Date
In 2025 | 2 |
Since 2024 | 8 |
Since 2021 (last 5 years) | 28 |
Since 2016 (last 10 years) | 80 |
Since 2006 (last 20 years) | 153 |
Descriptor
Logical Thinking | 178 |
Mathematical Logic | 178 |
Mathematics Instruction | 178 |
Teaching Methods | 67 |
Mathematical Concepts | 60 |
Problem Solving | 58 |
Validity | 52 |
Foreign Countries | 48 |
Thinking Skills | 43 |
Algebra | 34 |
Secondary School Mathematics | 34 |
More ▼ |
Source
Author
Fonger, Nicole L. | 3 |
Roh, Kyeong Hah | 3 |
Selden, Annie | 3 |
Selden, John | 3 |
Begolli, Kreshnik Nasi | 2 |
Bragg, Leicha A. | 2 |
Choppin, Jeffrey M. | 2 |
DeJarnette, Anna F. | 2 |
Dreyfus, Tommy | 2 |
Eckman, Derek | 2 |
Frausel, Rebecca R. | 2 |
More ▼ |
Publication Type
Education Level
Audience
Teachers | 23 |
Practitioners | 6 |
Location
Australia | 9 |
Canada | 5 |
Israel | 5 |
Greece | 4 |
United Kingdom | 4 |
Cyprus | 3 |
Indonesia | 3 |
South Africa | 3 |
Turkey | 3 |
United States | 3 |
Belgium | 2 |
More ▼ |
Laws, Policies, & Programs
Elementary and Secondary… | 1 |
Assessments and Surveys
Trends in International… | 2 |
British Ability Scales | 1 |
National Assessment of… | 1 |
Praxis Series | 1 |
Program for International… | 1 |
What Works Clearinghouse Rating
Kyeong Hah Roh; Yong Hah Lee – PRIMUS, 2024
This paper introduces the concept of logical consistency in students' thinking in mathematical contexts. We present the Logical in-Consistency (LinC) instrument as a valuable assessment tool designed to examine the prevalence and types of logical inconsistencies among undergraduate students' evaluation of mathematical statements and accompanying…
Descriptors: Undergraduate Students, Mathematics Instruction, Mathematical Logic, Logical Thinking
Michael D. Hicks – PRIMUS, 2024
Analogy has played an important role in developing modern mathematics. However, it is unclear to what extent students are granted opportunities to productively reason by analogy. This article proposes a set of lessons for introducing topics in ring theory that allow students to engage with the process of reasoning by analogy while exploring new…
Descriptors: Mathematics Instruction, Mathematical Logic, Logical Thinking, Algebra
Gabrielle Oslington; Joanne Mulligan; Penny Van Bergen – Mathematics Education Research Journal, 2024
In this exploratory descriptive study, changes in one cohort's responses to an authentic statistical investigation at the commencement of years 3 and 4 were analysed. Forty-four students made predictions by interpreting a data table of historical monthly temperatures, represented these data and explained their reasoning. An Awareness of…
Descriptors: Mathematics Instruction, Mathematical Logic, Tables (Data), Prediction
Fangli Xia; Mitchell J. Nathan; Kelsey E. Schenck; Michael I. Swart – Cognitive Science, 2025
Task-relevant actions can facilitate mathematical thinking, even for complex topics, such as mathematical proof. We investigated whether such cognitive benefits also occur for action predictions. The action-cognition transduction (ACT) model posits a reciprocal relationship between movements and reasoning. Movements--imagined as well as real ones…
Descriptors: Undergraduate Students, Geometry, Mathematical Concepts, Mathematics Instruction
Per Haavold; Jan Roksvold; Bharath Sriraman – Investigations in Mathematics Learning, 2024
Teachers have difficulty integrating proof in their mathematics instruction due to both narrow beliefs about proofs and limited understanding of proofs. Indirect proofs seem to be a particular cause for concern. In this exploratory study, we contribute to the research area by reporting on an empirical study of Norwegian pre-service teachers'…
Descriptors: Preservice Teachers, Student Attitudes, Teacher Education Programs, Validity
Cirillo, Michelle; Hummer, Jenifer – ZDM: Mathematics Education, 2021
Decades of research have established that solving geometry proof problems is a challenging endeavor for many students. Consequently, researchers have called for investigations that explore which aspects of proving in geometry are difficult and why this is the case. Here, results from a set of 20 interviews with students who were taught proof in…
Descriptors: Problem Solving, Mathematics Instruction, Geometry, Validity
Norton, Anderson; Arnold, Rachel; Kokushkin, Vladislav; Tiraphatna, Marcie – International Journal of Research in Undergraduate Mathematics Education, 2023
Proof by mathematical induction poses a persistent challenge for students enrolled in proofs-based mathematics courses. Prior research indicates a number of related factors that contribute to the challenge, and suggests fruitful instructional approaches to support students in meeting that challenge. In particular, researchers have suggested…
Descriptors: Mathematics Skills, Thinking Skills, Logical Thinking, Validity
Weingarden, Merav; Buchbinder, Orly; Liu, Jinqing – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
In this paper, we offer a novel framework for analyzing the Opportunities for Reasoning-and-Proving (ORP) in mathematical tasks. By drawing upon some tenets of the commognitive framework, we conceptualize learning and teaching mathematics via reasoning and proving both as enacting reasoning processes (e.g., conjecturing, justifying) in the…
Descriptors: Mathematics Instruction, Mathematical Logic, Validity, Preservice Teachers
Mehmet Demir; Yilmaz Zengin – Digital Experiences in Mathematics Education, 2024
The aim of this study is to explore how structural and process aspects of secondary school students' mathematical reasoning support each other in a collaborative learning environment through the integration of "GeoGebra" software and the ACODESA method. The study involved four eighth-grade secondary school students, who participated in…
Descriptors: Mathematics Skills, Thinking Skills, Computer Software, Mathematics Instruction
Cathy Marks Krpan; Gurpreet Sahmbi – International Journal of Education in Mathematics, Science and Technology, 2024
This study investigates teachers' perspectives on the use of a mathematical argumentation teaching strategy in elementary mathematics in which students disprove mathematical statements they already know to be false. Mathematical argumentation is a process through which students develop an argument about a mathematical concept and rationalize its…
Descriptors: Elementary School Teachers, Teacher Attitudes, Mathematics Instruction, Teaching Methods
Star, Jon R.; Jeon, Soobin; Comeford, Rebecca; Clark, Patricia; Rittle-Johnson, Bethany; Durkin, Kelley – Mathematics Teacher: Learning and Teaching PK-12, 2021
Comparison is a powerful and important way that we learn. To support teachers in the use of comparison in their instruction, the authors developed an instructional routine called compare and discuss multiple strategies (CDMS). Similar to other instructional routines, CDMS is a structured, specific, repeatable minilesson that teachers can use to…
Descriptors: Mathematics Instruction, Teaching Methods, Discussion (Teaching Technique), Mathematical Logic
Michelle Lo; Teresa K. Dunleavy – Mathematics Teacher: Learning and Teaching PK-12, 2025
The mathematics classroom is particularly vulnerable to these judgments of perfectionism, with endless evidence of students and teachers believing that mathematics is based on an ultimate truth or a single, objective, unique answer. School mathematics still favors students' participation in rote procedures, memorization, and using only a few…
Descriptors: High School Students, High School Teachers, Mathematics Instruction, Standards
Roh, Kyeong Hah; Parr, Erika David; Eckman, Derek; Sellers, Morgan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
The purpose of this paper is to highlight issues related to students' personal inferences that arise when students verbally explain their justification for calculus statements. We conducted clinical interviews with three undergraduate students who had taken first-semester calculus but had not yet been exposed to formal proof writing activities…
Descriptors: Undergraduate Students, Calculus, Mathematics Instruction, Inferences
Szkudlarek, Emily; Brannon, Elizabeth M. – Child Development, 2021
Children struggle with exact, symbolic ratio reasoning, but prior research demonstrates children show surprising intuition when making approximate, nonsymbolic ratio judgments. In the current experiment, eighty-five 6- to 8-year-old children made approximate ratio judgments with dot arrays and numerals. Children were adept at approximate ratio…
Descriptors: Grade 1, Grade 2, Elementary School Students, Logical Thinking
Pearce, Emily; Hunter, Roberta – Mathematics Education Research Group of Australasia, 2022
Opportunities for five students to access higher mathematics and critical thinking is often restricted until they have developed sufficient knowledge. This case study focuses on two reception class teachers and their teacher actions used to develop mathematical reasoning with their students. The findings illustrate the impact these teachers have…
Descriptors: Mathematics Instruction, Mathematics Skills, Mathematical Logic, Logical Thinking