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Michael Jarry-Shore; Alexander Richardson – Journal of Mathematics Teacher Education, 2025
Productive struggle is crucial to students' mathematics learning. However, it has proven difficult for teachers to sustain struggle when it is productive or make it so when it is not. Studies show that teachers may offer students support when their struggles are productive or even refrain from offering support when students' struggles are…
Descriptors: Observation, Difficulty Level, Cooperative Learning, Problem Solving
Andrea Maffia; Carola Manolino; Elisa Miragliotta – Educational Studies in Mathematics, 2025
Research literature about visually impaired students' approach to mathematics is still very scarce, especially in the case of algebra, even though mathematical content is becoming increasingly accessible thanks to assistive technologies. This paper presents a case study aimed at describing a blind subject's process of algebraic symbol manipulation…
Descriptors: Algebra, Blindness, Mathematics Education, Symbols (Mathematics)
Luis E. Hernández-Zavala; Claudia Acuña-Soto; Vicente Liern – International Electronic Journal of Mathematics Education, 2025
Students often instrumentally use variables and unknowns without considering the variational thinking behind them. Using parameters to modify the coefficients or unknowns in equations or systems of linear equations (without altering their structure) involves consciously incorporating variational thinking into problem-solving. We will test the…
Descriptors: Equations (Mathematics), Mathematical Applications, Undergraduate Students, Problem Solving
Rafi' Safadi; Nadera Hawa – Mathematics Teacher: Learning and Teaching PK-12, 2025
Graded Troubleshooting (GTS) is a powerful routine that teachers can use easily to engender students' metacognitive thinking and boost their understanding of mathematics concepts and procedures. This article describes a new GTS activity designed to prompt students to efficiently exploit worked examples when asked to diagnose erroneous examples…
Descriptors: Mathematics Education, Mathematics Instruction, Problem Solving, Troubleshooting
Sam Rhodes; Kelly Reigle; Rita Della Valle; Jennifer Gonzales – Mathematics Teacher: Learning and Teaching PK-12, 2025
Metacognition supports students in successfully working through struggle by equipping them with the tools to maintain an awareness of what they are doing and to change directions when needed to overcome obstacles. Thus, it is of little surprise that effective problem solvers spend a significant amount of time analyzing tasks relative to the amount…
Descriptors: Student Development, Metacognition, Problem Solving, Mathematics Education
OECD Publishing, 2025
As education systems adapt to evolving societal and technological demands, mathematics curricula must also evolve. Recent trends highlight challenges such as declines in student performance and gaps between intended learning goals and real-world applications. Integrating competencies like data literacy, computational thinking, and problem-solving…
Descriptors: Educational Change, Mathematics Curriculum, Educational Trends, Mathematics Education
Blerina Çibukçiu – Discover Education, 2025
This study examines the impact of constructivist methods on students' performance in mathematical problem-solving, which is a significant issue in contemporary educational research. Traditional teaching methods, which are often oriented towards rote learning and memorization, have limitations in increasing students' performance in solving…
Descriptors: Constructivism (Learning), Mathematics Instruction, Teaching Methods, Mathematics Skills
Jaleh Rezaei; Nasim Asghary – International Journal of Mathematical Education in Science and Technology, 2025
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…
Descriptors: Calculus, Mathematical Models, Mathematics Instruction, Problem Solving
T. Vessonen; M. Dahlberg; H. Hellstrand; A. Widlund; P. Söderberg; J. Korhonen; P. Aunio; A. Laine – Review of Education, 2025
The aim of this systematic review and meta-analysis was to identify and evaluate the effects of individual characteristics associated with mathematical word problem-solving skills among elementary school-aged children and to unpack the quality of studies investigating these associations. The systematic review was reported according to the…
Descriptors: Elementary School Students, Word Problems (Mathematics), Problem Solving, Educational Research
Ally Patterson; Robin Moyher; Robert Pasnak; Barbara J. Kaminski – Education and Treatment of Children, 2025
As early as first grade, some children are more likely than others to perform arithmetic using inefficient or other overt counting strategies. To partially address this problem, the primary investigator developed a skill hierarchy with procedures based on applied behavior analysis. The novel early-intervention program included a combination of…
Descriptors: Early Intervention, Mathematics Skills, Arithmetic, Applied Behavior Analysis
Vesife Hatisaru; Steven Richardson; Jon R. Star – European Journal of Science and Mathematics Education, 2025
A teacher of mathematics knows mathematics as a teacher and as a mathematician. Whilst the existing research on teacher knowledge contributes to our understanding of the ways of knowing mathematics as a teacher, little is known about ways of knowing mathematics as a mathematician. Guided by the conceptual framework of mathematical practices (MPs)…
Descriptors: Mathematical Logic, Mathematics Skills, Mathematics Teachers, Mathematics
Editorial Projects in Education, 2025
This Spotlight explores effective strategies for improving math instruction and enhancing student achievement in K-8 classrooms. From making math more relevant and engaging and mastering word problem-solving to deepening conceptual understanding of fractions and nurturing students' ability to tackle challenges, these articles offer valuable…
Descriptors: Mathematics Instruction, Instructional Improvement, Elementary School Mathematics, Middle School Mathematics
Sandra Boamah; Emmanuel Asemani; Emmanuel Kabutey Koranteng; Ronald Osei Mensah – Discover Education, 2025
This research examined the impact of the Cognitive-Communicative (C-C) model as a pedagogical strategy for teaching algebraic word problems (AWPs). The C-C model integrates structured dialogue, concept clarification, and systematic problem-solving steps to enhance students' comprehension and reasoning. Employing a mixed-methods framework, the…
Descriptors: High School Seniors, Algebra, Mathematics Instruction, Problem Solving
Lóa Björk Jóelsdóttir; Paul Andrews – International Journal of Mathematical Education in Science and Technology, 2025
In this paper we present a novel adaptation of a tri-phase assessment tool, originally devised to investigate students' linear equations-related strategy flexibility, to evaluate Danish grade-six students' multidigit arithmetic-related strategy adaptivity and flexibility. Participants, 731 students, median age 12 years and drawn from 20…
Descriptors: Grade 6, Elementary School Students, Mathematics Instruction, Equations (Mathematics)
Nurfirzanah Muhamad Fadzil; Sharifah Osman – International Electronic Journal of Mathematics Education, 2025
Collaborative learning is a group learning paradigm in which individuals or students work together to solve problems or complete tasks, exemplifying the essence of collective educational efforts. There are a lot of collaborative learning methods available; however, finding one that is suitable for the complex nature of mathematical problem-solving…
Descriptors: Mathematics Instruction, Cooperative Learning, Problem Solving, Metacognition