There is a general consensus that both conceptual and procedural knowledge are essential for students' mathematical development. A common argument is that differences in mathematical performance are caused by differences in conceptual and procedural knowledge. Therefore, it is important to investigate to what extent such differences in conceptual…

This case study examined the current assessment practices in the math school of a large research university in the United States. After reviewing a sample of course syllabi offered in the spring 2021 semester, we descriptively summarized the use of 19 assessment methods in the school and examined the assessment patterns by subjects, class…

STEM education is a current focus of many educators and policymakers and the Next Generation Science Standards (NGSS) with the Common Core State Standards in Mathematics (CCSSM) are foundational documents driving curricular and instructional decision making for teachers and students in K-8 classrooms across the United States. Thus, practitioners…

This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards' Beliefs…

The 2007 Trends in International Mathematics and Science Survey highlighted how attitudes to mathematics had declined sharply for students in many of the high attaining countries in the survey, England being no exception. There is a notable drop in positive attitudes to mathematics between 9 and 14, as well as a remarkable decline for 14 year olds…