Research on number sense presents contradictory arguments and results regarding the effects of context-based tasks and activities on students' number sense. The aim of this study was to examine fourth-grade elementary school students' number sense as they solve context-based (CB) and non-context-based (NCB) items. A survey design was employed and…

Students' socioeconomic status (SES) is not only directly related to mathematics achievement but also indirectly related to mathematics achievement through their unequal opportunity to learn (OTL). Despite a plethora of studies about how mathematics achievement is associated with SES and OTL, few systematic studies have examined the differential…

This paper attempts to engage the field in a discussion about what mathematics is needed for students to engage in society, especially with an increase in technology and digitalization. In this respect, mathematics holds a special place in STEM as machines do most of the calculations that students are taught in K-12. We raise questions about what…

Science as inquiry and mathematics as problem solving are conjoined fraternal twins attached by their similarities but with distinct differences. Inquiry and problem solving are promoted in contemporary science and mathematics education reforms as a critical attribute of the nature of disciplines, teaching methods, and learning outcomes involving…

Within increasing pressure on young people to perform successfully in work, there is a growing concern regarding their levels of numeracy (and literacy). Whether such concerns are founded is the basis of this paper. This paper reports on the numeracy practices undertaken by three young boatbuilders who were nearing the completion of their 4-year…