Effective mathematics teaching practices include not only probing student thinking and selecting student strategies to share but also facilitating discourse and encouraging reflection about important mathematical ideas (National Council of Teachers of Mathematics [NCTM], 2014, pp. 36-37). Encouraging students to use precise academic vocabulary to…

This study explores gender-based differences in sixth-grade students' potential for mathematical creativity through the interrelated processes of problem solving (PS) and problem posing (PP), grounded in a multidimensional framework of creativity--encompassing fluency, flexibility, and originality. A total of 346 sixth graders from public schools…

The main purpose of this research is to examine the informal strategies of fifth and sixth grade students while solving inverse proportional word problems. Multiple case study was used in this study. The research was carried out in a public middle school from a southern city of Türkiye. The participants of the research consist of three fifth and…

The importance of mathematical problem solving (MPS) has been widely recognized. While there has been significant progress in developing and studying interventions to support teaching and learning MPS for students with disabilities, the research on how to accurately and effectively assess the impact of those interventions has lagged, leaving a gap…

Concepts and practices are widely used to assess students' development in computational thinking (CT). However, less is known about how the development of each construct relates to that of the other. With a sample of 997 grade 6 students (average age = 11.43 at the beginning of the school year) from 14 primary schools, we examined the…

In this article, we show how students' productive struggle on a mathematical task can lead to collective mathematical creativity. We use observable (co)actions and interactions from a video record that features three Grade 6 students in a problem-solving session to document the emergence of collective creativity leading to a mathematical solution.…

This study concerns the cognitive process of mathematical problem posing, conceptualized in three stages: understanding the task, constructing the problem, and expressing the problem. We used the eye tracker and think-aloud methods to deeply explore students' behavior in these three stages of problem posing, especially focusing on investigating…

This action research aims to develop the ability to solve mathematical problems, particularly in polygons, through open-approach learning management for sixth-grade students, with the goal of achieving an average score exceeding 70% of the total possible score. The target group consisted of eight students in the second semester of the academic…

This article reports on an empirical study that investigates the way students' performance in solving arithmetical tasks may be related to their performance in solving algebraic tasks. The sample consisted of 203 Grade 6 students. The arithmetical tasks involved arithmetical expressions with known quantities, whereas the algebraic tasks involved…

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…

This study aimed to investigate prospective middle school mathematics teachers' noticing of students' algebraic thinking based on students' correct and incorrect solutions within the context of pattern generalization. Designed as a qualitative case study, three noticing prompts were asked of thirty-two prospective middle school mathematics…

This article presents a set of "work-sharing routines," which teachers can use to broaden their repertoire of using student work, with an eye toward cultivating students' belonging. The authors define work-sharing as using actual mathematical student work, ideally from students in the class, to facilitate learning. Although there are…

Research suggests that collaborative learning may enhance the benefits to learners when solving cognitively demanding tasks. However, there are concerns about how students with different achievement and engagement levels perceive these benefits. This study examines how students with varying achievement and engagement levels respond to…

In this paper, the multidigit arithmetic-related strategy adaptivity, strategy flexibility and solution accuracy of Danish compulsory school students is examined. Participants, 749 grade three, 731 grade six and 818 grade eight, were drawn from twenty demographically different schools. Drawing on a tri-phase assessment tool, each student completed…

Current research indicates the presence of highly skilled and motivated students with robust computational thinking backgrounds seeking opportunities to leverage their expertise in driving innovation and success in this era. These studies also reveal that students' computational thinking skills vary widely depending on educational resources,…