Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 9 |
Since 2016 (last 10 years) | 16 |
Since 2006 (last 20 years) | 24 |
Descriptor
Figurative Language | 27 |
Mathematical Concepts | 27 |
Teaching Methods | 27 |
Mathematics Instruction | 20 |
Foreign Countries | 14 |
Concept Formation | 11 |
Problem Solving | 9 |
Elementary School Mathematics | 7 |
Mathematics Teachers | 7 |
Numbers | 7 |
Algebra | 6 |
More ▼ |
Source
Author
Publication Type
Education Level
Audience
Teachers | 1 |
Location
Canada | 4 |
Cyprus | 2 |
New Zealand | 2 |
South Korea | 2 |
Sweden | 2 |
United Kingdom | 2 |
United States | 2 |
Argentina | 1 |
Austria | 1 |
Belgium | 1 |
Botswana | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
Program for International… | 1 |
Raven Progressive Matrices | 1 |
What Works Clearinghouse Rating
Berggren, Johannes – Scandinavian Journal of Educational Research, 2023
This study examines the presence of three conceptual metaphors for fractions -- The measuring stick metaphor, Arithmetic is motion along a path, and Arithmetic is object construction -- in four common and popular Swedish mathematics textbook series for years 1-3. I analyse the introduction of fractions and the kinds of tasks students are given in…
Descriptors: Mathematics Instruction, Elementary School Students, Arithmetic, Textbooks
Miles, Sandra J. – Mathematics Teacher: Learning and Teaching PK-12, 2022
To improve understanding of identities and inverses, and to provide a stronger foundation for future mathematics, Sandra Miles designed a two-part lesson that makes the relationship between identities and inverses explicit. This article illustrates Miles' teaching of the first part of the lesson, focused on addition and subtraction, and then gives…
Descriptors: Science Instruction, Mathematics Instruction, Grade 7, Grade 6
Rupnow, Rachel; Randazzo, Brooke – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
Isomorphism and homomorphism appear throughout abstract algebra, yet how algebraists characterize these concepts, especially homomorphism, remains understudied. Based on interviews with nine research-active mathematicians, we highlight new sameness-based conceptual metaphors and three new clusters of metaphors: sameness/formal definition, changing…
Descriptors: Mathematics Instruction, Teaching Methods, Algebra, Concept Formation
Rodríguez-Nieto, Camilo Andrés; Rodríguez-Vásquez, Flor Monserrat; Moll, Vicenç Font – International Journal of Mathematical Education in Science and Technology, 2022
The goal of this research is to make a theoretical reflection about connections that contributes to the development of the model for mathematical connections originally proposed by Businskas, and extended with the contributions of other researchers. This model is used in the most relevant investigations in this field. As a consequence of the…
Descriptors: Mathematics Instruction, Teaching Methods, Reflection, Mathematical Models
Salehi Kahrizsangi, Farzaneh; Barwell, Richard – Discourse Processes: A Multidisciplinary Journal, 2021
Metaphors are recognized as bridging scientists' challenges in communication with the public. In mathematics, however, which often involves abstract concepts and relations, less attention has been paid to the role of metaphors in public communication. In this article we examine the metaphors appearing in the discourse of 10 mathematicians in five…
Descriptors: Radio, Figurative Language, Mathematics, Mathematical Concepts
Michael Duane Hicks – ProQuest LLC, 2021
Analogical reasoning has played a significant role in the development of modern mathematical concepts. Although some perspectives in mathematics education have argued against the use of analogies and analogical reasoning in instructional contexts, some attempts have been made to leverage the pedagogical power of analogies. I assert that with a…
Descriptors: Algebra, Mathematics Instruction, Learning Activities, Abstract Reasoning
Rathnayake, Rovini; Jayakody, Gaya – International Journal of Research in Education and Science, 2023
In Sri Lankan advanced level mathematics curriculum, teachers are required only to provide the intuitive idea of the concept of limit. The purpose of this study is to explore the strategies used by mathematics teachers to achieve this. Twelve in-service secondary mathematics teachers working in government and private schools participated in the…
Descriptors: Intuition, Mathematics Instruction, Concept Formation, Mathematical Concepts
Chin, Sze Looi; Choy, Ban Heng; Leong, Yew Hoong – Mathematics Education Research Journal, 2022
This article presents a case study on a secondary mathematics teacher, Mary (pseudonym), and her design of a set of instructional tasks in the context of proportional reasoning. In keeping with the way Singapore teachers generally conceive of instructional planning, we investigated the connections between four comparison tasks she designed through…
Descriptors: Instructional Design, Teaching Methods, Mathematics Instruction, Case Studies
Rumbelow, Michael – For the Learning of Mathematics, 2021
"Where Mathematics Comes From" (Lakoff & Núñez 2000) proposed that mathematical concepts such as arithmetic and counting are constructed cognitively from embodied metaphors of actions on physical objects, and four actions, or 'grounding metaphors' in particular: collecting, stepping, constructing and measuring. This article argues…
Descriptors: Arithmetic, Mathematics Instruction, Mathematical Concepts, Figurative Language
Nurnberger-Haag, Julie – Research in Mathematics Education, 2018
Practicing teachers as well as researchers, mathematicians, and teacher educators have offered opinions and theoretical critiques of the multiple models used to teach integer arithmetic. Few studies, however, have investigated what students learn with models or empirically compared affordances and constraints of integer models. This led me to…
Descriptors: Subtraction, Mathematics Instruction, Teaching Methods, Criticism
Kilhamn, Cecilia – Research in Mathematics Education, 2018
Mathematically speaking, a "difference" is the result of a subtraction. However, when the number domain is extended from natural numbers to integers, the separation of the magnitude of a number from its value creates "different differences," where the connection to subtraction is no longer straightforward. Based on…
Descriptors: Arithmetic, Addition, Subtraction, Mathematics Instruction
Wright, Vince – Curriculum and Teaching, 2017
Specific acts of problem solving with rates and ratios were interpreted using a journey metaphor derived from Skemp's (1979) construct of director systems. To successfully undertake a problem solving journey a learner must recognise their starting place (present state), have a sense of destination (goal state), and co-ordinate sub-routes along the…
Descriptors: Problem Solving, Figurative Language, Mathematics, Mathematical Concepts
Bofferding, Laura, Ed.; Wessman-Enzinger, Nicole, Ed. – Research in Mathematics Education, 2018
Over the past few decades there has been increased interest in how students and teachers think and learn about negative numbers from a variety of perspectives. In particular, there has been debate about when integers should be taught and how to teach them to best support students' learning. This book brings together recent work from researchers to…
Descriptors: Addition, Subtraction, Numeracy, Thinking Skills
Yee, Sean P. – School Science and Mathematics, 2017
Metaphors are regularly used by mathematics teachers to relate difficult or complex concepts in classrooms. A complex topic of concern in mathematics education, and most STEM-based education classes, is problem solving. This study identified how students and teachers contextualize mathematical problem solving through their choice of metaphors.…
Descriptors: Figurative Language, Mathematics Instruction, Teaching Methods, Mathematical Concepts
Veraksa, Aleksander; Veraksa, Nikolay – European Early Childhood Education Research Journal, 2016
This article defines the concepts related to symbolic and sign representations, cognition and learning in the early years. The first study experiment of teaching 33 preschool children (19 boys and 14 girls; M = 68, 5 months) the notion of rainbow phenomenon proved the equal effectiveness of the use of both sign and symbolic tools. The second study…
Descriptors: Nouns, Language Acquisition, Preschool Children, Elementary School Students
Previous Page | Next Page »
Pages: 1 | 2