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Showing 1 to 15 of 58 results Save | Export
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Melissa Troudt; Lindsay Reiten; Jodie Novak – Journal of Mathematics Teacher Education, 2025
This paper reports findings related to the pursuit of describing a lived knowing for teaching mathematics. Specifically, we used an enactivist perspective to describe the knowing exhibited by three experienced high school teachers in their instructional actions while leading whole-class instruction on the topic of the equations of exponential…
Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Mathematics Instruction, Teaching Methods
Chin, Sze Looi; Choy, Ban Heng; Leong, Yew Hoong – Mathematics Education Research Group of Australasia, 2022
In this paper, we present a case study of a secondary mathematics teacher, Isaac (pseudonym), and his considerations for teaching with multiple methods for solving missing-value problems. While his students preferred methods that drew more closely on their intuitive understanding of proportionality, Isaac emphasised the algorithmic…
Descriptors: Teaching Methods, Secondary School Mathematics, Mathematics Instruction, Mathematics Teachers
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Cordero-Siy, Eric; Ghousseini, Hala – Mathematics Teacher: Learning and Teaching PK-12, 2022
Representations are used throughout school mathematics for students to both think through a problem and communicate their ideas. Students also often come to mathematics class with a repertoire of representations. This article presents the ideas of different and multiple representations with conceptual connections as their underlying distinguishing…
Descriptors: Mathematics Education, Mathematics Instruction, Teaching Methods, Mathematical Concepts
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Frank, Isaac – Mathematics Teacher, 2019
In this brief article, the author illustrates the flaws of FOIL (multiply the First, Outer, Inner, and Last terms of two binomials) and introduces the box method. Much like FOIL, the box method can become easy to use. Unlike FOIL, however, the box method is a more direct and visible link to using the distributive property to determine area, a…
Descriptors: Mathematics Instruction, Mathematical Concepts, Mathematics Teachers, Multiplication
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Zazkis, Rina – For the Learning of Mathematics, 2017
In many Canadian schools the acronym BEDMAS is used as a mnemonic to assist students in remembering the order of operations: Brackets, Exponents, Division, Multiplication, Addition, and Subtraction. In the USA the mnemonic is PEMDAS, where 'P' denotes parentheses, along with the phrase "Please Excuse My Dear Aunt Sally". In the UK the…
Descriptors: Mnemonics, Mathematics Instruction, Learning Strategies, Teaching Methods
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Bouck, Emily C.; Shurr, Jordan; Park, Jiyoon – Focus on Autism and Other Developmental Disabilities, 2020
Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an…
Descriptors: Autism, Pervasive Developmental Disorders, Mathematics Instruction, Middle School Students
Powell, Sarah R.; Fuchs, Lynn S. – TEACHING Exceptional Children, 2018
Many general and special education teachers teach mathematics word problems by defining problems as a single operation and linking key words to specific operations. Unfortunately, teaching students to approach word problems in these ways discourages mathematical reasoning and frequently produces incorrect answers. This article lists eight common…
Descriptors: Mathematics Instruction, Teaching Methods, Word Problems (Mathematics), Problem Solving
Powell, Sara R.; Fuchs, Lynn S. – Grantee Submission, 2018
Many general and special education teachers across the U.S. teach word problems by defining problems as a single operation (e.g., "Today, we're working on subtraction word problems") and linking key words (e.g., more, altogether, share, twice) to specific operations (e.g., share means to divide). Unfortunately, teaching students to…
Descriptors: Mathematics Instruction, Teaching Methods, Word Problems (Mathematics), Problem Solving
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Schneier, Lisa – Interchange: A Quarterly Review of Education, 2018
Originally written 30 years ago, this paper is an analysis of the central challenge of schooling--that of engaging fully the powers of students' minds in classroom learning. This challenge maintains its relevance today. The work of engaging what John Dewey referred to as students' "inner attention" becomes the focus of an investigation…
Descriptors: Learner Engagement, Attention, Teaching Methods, Research Methodology
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Siy, Eric – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
Using memorized rules and algorithms without coherence and understanding is a perennial problem for teachers and students especially in the teaching and learning of fraction operations. I present data in which prospective middle school teachers explain a commonly used rule for fraction division--keep-change-flip. I argue that using both strip…
Descriptors: Mathematics Instruction, Fractions, Division, Multiplication
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Carter, Cynthia J. – Mathematics Teaching in the Middle School, 2017
The author wants her students to see any new mathematics--fractions, negative numbers, algebra--as logical extensions of what they already know. This article describes two students' efforts to make sense of their conflicting interpretations of 1/2 × -6, both of which were compelling and logical to them. It describes how discussion, constructing…
Descriptors: Middle School Students, Secondary School Mathematics, Multiplication, Fractions
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Hallman-Thrasher, Allyson; Litchfield, Erin T.; Dael, Kevin E. – Mathematics Teacher, 2016
Matrices occupy an awkward spot in a typical algebra 2 textbook: sandwiched between solving linear systems and solving quadratics. Even teachers who do not base their course timeline and pacing on the class textbook may find a disconnect between how matrices are taught (procedurally) and how other topics are taught (conceptually or with real-world…
Descriptors: Multiplication, Algebra, Mathematics Instruction, Teaching Methods
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de la Cruz, Jessica A.; Garney, Sandra – Mathematics Teaching in the Middle School, 2016
It is beneficial for students to discover intuitive strategies, as opposed to the teacher presenting strategies to them. Certain proportional reasoning tasks are more likely to elicit intuitive strategies than other tasks. The strategies that students are apt to use when approaching a task, as well as the likelihood of a student's success or…
Descriptors: Mathematics Instruction, Mathematical Logic, Teaching Methods, Learning Strategies
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Foster, Colin; de Villiers, Michael – International Journal of Mathematical Education in Science and Technology, 2016
In this paper, we present, analyse and critique an episode from a secondary school lesson involving an introduction to the definition of the scalar product. Although the teacher attempted to be explicit about the difference between a definition and a theorem, emphasizing that a definition was just an arbitrary assumption, a student rejected the…
Descriptors: Mathematics, Mathematics Teachers, Mathematics Instruction, Mathematics Education
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Matney, Gabriel T.; Daugherty, Brooke N. – Mathematics Teaching in the Middle School, 2013
Dot arrays provide opportunities for students to notice structures like commutativity and distributivity, giving these properties an image that can be manipulated and explored. These images also connect to ways that we organize discrete objects in everyday life. This article describes how the authors developed an array of dot tasks that have been…
Descriptors: Mathematics Instruction, Middle School Students, Secondary School Mathematics, Visual Stimuli
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