This study uses "Critical Race Theory," "Settler Colonialism," and "Critical Whiteness Studies" to frame how property is recognized only under the auspices of whiteness. In the college algebra classroom, this is born out through white entitlement, racialized senses of sharing, and resource allocation. This study uses…

From 2016 to 2021, the Better Math Teaching Network (BMTN) aimed to transform high school mathematics teaching in New England. Researchers and teachers worked together to make high school Algebra I classes more student centered. Network leaders organized the BMTN as a networked improvement community (NIC) to address a common problem of practice…

Reform standards in mathematics education have called for classrooms that are student-centered and that incorporate problem solving and reasoning for meaningful learning. After decades of reform efforts involving multiple stakeholders, research indicates that most classrooms remain teacher-centered and procedurally focused, due to the complexity…

The central purpose of this dissertation was to examine the difference in achievement levels between one- and two-way feedback between the student and teacher and the impact it has on achievement levels in a northeastern Texas school district. Effective feedback from the teacher had shown to improve student outcomes in mathematics on a regular…

Algebra 1 is the gatekeeper to higher-level mathematics and entrance into the STEM field, but do schools offering Algebra 1 in eighth grade score better on their standardized assessments than schools offering traditionally paced courses? The purpose of the study was to examine the PSAT and SAT scores of school districts offering Algebra 1 in 8th…

This study evaluated the impact of a change to the math placement policy at a suburban New York Community College on entering students' math grades. Before the policy change, the community college required new students to take the College Board ACCUPLACER exam and used those scores to place students into math courses. Under the new policy,…

Teaching techniques of integration can be tedious and often uninspired. We present an obvious but underutilized approach for finding antiderivatives of various trigonometric functions using the complex exponential representation of the sine and cosine. The purpose goes beyond providing students an alternative approach to trigonometric integrals.…

The purpose of this study, conducted with 44 participants, was to explore their experiences of learning linear algebra using the online content and materials during COVID-19. The conceptual framework was guided by the notion of social presence and connectivisim in the context of remote learning. The study used a questionnaire comprising closed and…

Mathematics educators and researchers have advocated for the use of manipulatives to teach mathematics for decades. The purpose of this article is to provide illustrative uses of a readily available manipulative rather than a complete list. From an Australian perspective, Pop-it fidget toys can be used across the mathematics curriculum. This paper…

Powell, Berry, et al. (in press) conducted a randomized control trial assessing the effects of two variants of word-problem intervention with third graders (n = 304) experiencing mathematics difficulty. Students were assigned to a business-as-usual condition (BaU) or one of two variants of word-problem intervention. One variant included a…

This study examined the impact of the levels of fidelity of teacher implementation of a research-based middle school mathematics program, implemented systemically across a district, on student achievement benchmarks. By examining the systemic implementation based on the level of fidelity to the written curriculum, this quantitative study sought to…

Historically, college students who require remediation in mathematics have been placed into developmental mathematics courses. Accurate placement is important for student success; inaccurate placement in a low-level course could lengthen a students' time to degree completion. Placement policies have tended to focus on a high-stakes placement test,…

New York State public school students in grades 3-8 are required to take the Common Core assessments, now based on Next Generation Learning Standards, in English language arts and mathematics. Students are also required to take English and Algebra Regents exams in high school. Elementary students who often perform on-grade level in the classroom…

This paper is based on the presumption that teaching multiple ways to solve the same problem has academic and social value. In particular, we argue that such a multifaceted approach to pedagogy moves towards an environment of more inclusive and personalized learning. From a mathematics education perspective, our discussion is framed around…

Some errors in the learning of algebra suggest that students might have difficulties giving meaning to algebraic symbolism. In this paper, we use problem posing to analyze the students' capacity to assign meaning to algebraic symbolism and the difficulties that students encounter in this process, depending on the characteristics of the algebraic…