A frequent concern about constructivist instruction is that it works well, mainly for students with higher domain knowledge. We present findings from a set of two quasi-experimental pretest-intervention-posttest studies investigating the relationship between prior math achievement and learning in the context of a specific type of constructivist…

Introductory calculus is mandatory for postsecondary science, technology, engineering, and mathematics (STEM) majors (Bressoud, 2015); however, many students do not persist through introductory calculus to further STEM study (Rasmussen et al., 2019). One reason for this may be that students struggle with the prior mathematical knowledge required…

In 2 experiments, I studied the effects of an Equivalence Based Instruction (EBI) math intervention on the emergence of untaught selection responses and abstraction to production responses. In Experiment I, using a multiple baseline design, I implemented the EBI intervention among a group of 17 first grade participants with varying levels of math…

The purpose of this quasi-experimental quantitative study was to investigate the potential effect that blended learning has on student achievement in high school math. The theoretical framework used for this study was constructivism theory. The constructivism theory focuses on the idea that learning is a process where students build new knowledge…

Prior research has shown negative relations between math anxiety and math performance. We posit that one potential pathway through which math anxiety influences performance of math equivalencies is through help seeking behavior during learning. Here, we examine whether middle school students' behavior, specifically the frequency of hint requests,…

College calculus plays an important role in STEM students' degree and career aspirations. One of the key factors considered in assessing a student's ability to be successful in calculus is their proficiency in topics from prior mathematics courses such as algebra and precalculus. This study set out to examine the impact of students' precalculus…

Prior short-term studies have shown the effectiveness of worked examples and self-explanation prompts in improving elementary students' mathematics knowledge. However, year-long classroom-based interventions have been tested only with older students. The purpose of the current study was to explore the effectiveness of a year-long classroom…

At a research university near the east coast, a college algebra class has been restructured into two large lectures a week, an active recitation size laboratory once a week, and an extra day devoted to active group work called Supplemental Practice (SP). SP was added as an extra day of class where the SP leader has students work in groups on a…

A flipped classroom strategy is a teaching and learning strategy that had showed an increase in interest among educators from post-secondary to elementary educators. Flipped classrooms integrate technology as a resource where students can access lessons outside of the classroom. Instructional materials such as videos and podcasts are created,…

The study examines the impact of APOS theory on students' achievement in Elementary Linear Algebra (ELA) in accordance with their adequate prior knowledge (APK) and inadequate prior knowledge (IAPK). The mixed methods were used to determine the problem-solving test in ELA. Data were obtained from 65 industrial engineering students at Andalas…

Past research has indicated the vital role of affective factors in mathematics learning. This action research study aimed to develop and evaluate the effectiveness of an action plan, which was implemented to foster students' positive affective entry characteristics towards mathematics specifically by fixing the deficiencies in prior learning and…

The quality of curriculum resources and teaching practices can constrain or promote students' opportunities for mathematics learning, in particular, students with diverse language proficiency. The video study investigates 18 classes that all used the same curriculum resources aimed at developing 367 seventh graders' conceptual understanding of…

School-based learning experiences are often designed with the "typical" student in mind. However, this may not be an optimal approach, given the variability of prior learning that exists in most classrooms. We investigated the variance in achievement within U.S. fourth- and eighth-grade mathematics classrooms using Trends in…

Little is known about the mathematical development of students with intellectual disabilities (ID) in inclusive classrooms. It is important to have a research-based understanding of the subject since inclusive education is becoming the norm in many countries, and an increasing number of students with an ID now attend mainstream schools. We…

This paper presents a case study of an experienced and competent mathematics teacher's classroom instructional practice in a Normal Technical Mathematics course. The topic that was observed was Volume and Surface Area of a Pyramid, a subtopic within the mensuration topic in Secondary Two syllabus. The teacher used a video clip on the Egyptian…