A growth mindset is the belief that one's intellect and abilities may develop through effort. This mindset suggests that intelligence is not fixed but adaptable. With the continuous growth in literature on the growth mindset in mathematics, there is a need to investigate the current trends from a bibliometric perspective. To meet this need, the…

The efficacy of mathematics interventions for students with mathematics difficulties is a critical concern in educational research, particularly in light of the increasing demand for effective instructional strategies. While previous meta-analyses have explored various aspects of mathematics interventions, our study uniquely focuses on a broad…

Retention is crucial to the mission of an institution, and University leaders must strategize to increase student persistence. Introductory math can be a gatekeeper or a gateway. Supplemental instruction (SI) can help students' chances of success in math. This study reports on the three-term pilot of an SI program at a private mid-size…

Developing both conceptual and procedural knowledge is important for students' mathematics competence. This study examined whether U.S. Grade 9 general education mathematics teachers' self-reported use of concept-focused instruction (CFI) and procedure-focused instruction (PFI) were associated differently with ninth graders' algebra achievement…

Gestures are one of the ways in which mathematical cognition is embodied and have been elevated as a potentially important semiotic device in the teaching of mathematics. As such, a better understanding of gestures used during mathematics instruction (including frequency of use, types of gestures, how they are used, and the possible relationship…

Mathematical modelling is an interlinking process between mathematics and real-world problems that can be applied as a means to increase motivation, develop cognitive competencies, and enhance the ability to transfer mathematical knowledge to other areas of science, such as engineering disciplines. This study was designed to investigate the effect…

Performing hand gestures such as pointing and tracing while learning is an area of increasing focus in educational research. Previous studies have demonstrated that learners who performed these gestures while engaging with static paper- or computer-based learning materials performed better on posttests in multiple learning areas, such as…

Various independent variables affect or have a relationship with students' mathematics academic achievement theoretically, practically, and statistically. These variables include the learning needs of students, use of general teaching principles, and learning strategies. This study aims to examine the predictive level of learning needs, learning…

In this article, the authors focus on five instructional approaches with a strong evidence base for the teaching and learning of math: (a) plan, model, and practice: systematic and explicit instruction; (b) focus on the language of math; (c) use multiple representations, including number lines; (d) build fluency; and (e) provide word problem…

This study examined the relationship between mathematics achievement and epistemic actions. Cognitive actions that are observed as outcomes of using intellectual resources are referred to as epistemic actions in this study. We focused on four epistemic actions as follows: "selecting," "analyzing," "computing," and…

Math-anxious people consistently underperform in math. The most widely accepted explanation for "why" this underperformance occurs is that math-anxious people experience heightened anxiety when faced with math, and this in-the-moment anxiety interferes with performance. Surprisingly, this explanation has not been tested directly. Here,…

This article provides teachers with a toolkit for assessing students in the context of data-based individualization (DBI) in mathematics. Assessing students is a critical component of DBI because it provides teachers with information about what they may need to modify in their instructional programs. In this article, we provide teachers with…

The purpose of this quantitative, quasi-experimental, nonequivalent comparison-group design was to determine if "How to Learn Math: for Students" (Boaler, 2018) had a statistically significant influence on eighth-grade students' mathematical anxiety and mathematical achievement. Participants included eighth-grade students (n = 28) in a…

Private supplementary tutoring (PT) has expanded significantly and attracted widespread public interest in China in recent years. It deserves systematic empirical research and reflection, given its crucial theoretical and practical implications. Based on the data of a large-scale survey and testing project, this study examined its effects on the…

Background: The debate on using concrete versus abstract materials in learning mathematics has been longstanding. For decades, research has focused on the physical characteristics of materials when defining them as concrete or abstract. Aims: This study extends the field by proposing a two-dimensional classification, which defines materials as…