This article uses the concurrent mixed methods design to explore the errors made by 171 Grade Seven learners in algebraic problem-solving within the Assin Central Municipality in Ghana. The participants were categorized into low-achieving and high-achieving groups based on their performance in a pretest, to help provide a detailed examination of…

This study explored the potential of a rich assessment task to reveal students' multiplicative thinking in respect to a hypothetical learning trajectory. Thirty pairs of students in grades 5 and 6 attempted the task. Twenty-two pairs applied multiplicative structure to find the number of items in arrays. However counting and computational errors…

This study investigates the nature of student errors in the context of problem solving and Dynamic Math Environments. This led to the development of the Problem Solving Action Identification Framework; this framework captures and defines all activities and errors associated with problem solving in a dynamic math environment. Found are three…

That the quality of teachers' knowledge has direct impact on students' engagement and learning outcomes in mathematics is now well established. But questions about the nature of this knowledge and how to characterise that knowledge are important for mathematics educators. In the present study, we examine a strand of "Specialised Content…

The current study examined the development of two effects that have been found in single-digit multiplication errors: relatedness and distance. Typically achieving (TA) second, fourth, and sixth graders and adults, and sixth and eighth graders with a mathematics learning disability (MLD) performed a verification task. Relatedness was defined by a…