This study describes the experiences of secondary-level mathematics teachers from the Department of Education of Puerto Rico implementing the strategy of contextualized teaching. Qualitative research framed in phenomenology was conducted, collecting data through semi-structured interviews and a review of normative documents from the Department of…

In this paper, we are interested in a dynamic vision of diagrams, focusing on their evocative power, their force in mathematical activity and their potential for interaction with mathematical objects. We are inspired by the work of C. S. Pierce to see diagrams as "inscriptions that organise space and articulate relations" and that of the…

Purpose: The purpose of the study was to gather data to determine whether instructional coaching partnerships can improve teachers' implementation of learned mathematics instructional strategies. Teachers are willing to learn and implement new mathematics strategies after professional development sessions to see better student learning results.…

In this paper, we discuss our experience in collaborating with mathematicians to increase their use of active learning pedagogy in a proof-based linear algebra course. The mathematicians we worked with valued using active learning pedagogy to increase student engagement but were reluctant to use active learning pedagogy due to time constraints.…

Mathematical induction is a powerful method of proof, taught in most undergraduate programs involving mathematics and in secondary schools in some countries. It is also commonly known to be complex and difficult to comprehend. During the last five decades, mathematics education research has produced numerous studies on the learning and teaching of…

Purpose: The purpose of this study was to evaluate the impact of using Imagine Math Facts on student mathematics proficiency. Methods: This retrospective study compared the performance of Grade 1-5 students who used or did not use the Imagine Math Facts program on a standardized assessment of mathematics proficiency. Statistical matching was…

In his work leading professional development, Peter Klosterman found that teachers specifically asked for help teaching optimisation more effectively. To address challenges students often experience solving optimisation problems, he explains useful pedagogical strategies to support the teaching of optimisation and student learning in this topic.

Gestures are one of the ways in which mathematical cognition is embodied and have been elevated as a potentially important semiotic device in the teaching of mathematics. As such, a better understanding of gestures used during mathematics instruction (including frequency of use, types of gestures, how they are used, and the possible relationship…

Math skills are critical for students' success in other subjects and later in life, yet far too many teacher prep programs fail to give aspiring teachers the essential knowledge they need to be effective math teachers--undermining student learning before the first lesson even begins. To develop great math teachers, teacher prep programs must…

This is the executive summary for "Teacher Prep Review: Solving for Math Success." It provides key findings from the full report and recommendations.

In the last decade, researchers have focused more on how to provide instructional supports for mathematics writing (Powell et al., 2017). In this synthesis, we examined 22 studies about mathematics writing to determine the overall mathematics-writing and mathematics outcomes of mathematics-writing instruction, the mathematics-writing and…

Early intervention and identity-building can promote the idea among students that everyone is a math person. Natalie Parker-Holliman and Tenisha Marcel-Herbert share practical tools and strategies that schools and teachers can use to build students' confidence and strengthen their mathematical foundation. They highlight the significance of culture…

In this case study we explored how a mathematician's teaching of the Cauchy-Riemann (CR) equations actualized the virtual aspects of the equations. Using videotaped classroom data, we found that in a three-day period, this mathematician used embodiment to animate and bind formal aspects of the CR equations (including conformality), metaphors,…

This study examines the impact of constructivist methods on students' performance in mathematical problem-solving, which is a significant issue in contemporary educational research. Traditional teaching methods, which are often oriented towards rote learning and memorization, have limitations in increasing students' performance in solving…

Mastery of the cardinality principle (CP) is foundational for children's mathematical development. Children's age and subitizing and counting skills contribute to their CP acquisition. This study aimed to investigate the effectiveness of different types of instruction for supporting 3-4-year-olds' CP development and its interplay with child…