We compared students' learning gains in authentic seventh-grade classrooms (N = 144) in 4 different interventions that incorporated a computer game that aims to teach players to solve linear equations. Significantly higher learning gains were measured in the implementations that were specifically designed to mediate the attribution of algebraic…

Formative assessment benefits both students and teaching academics. In particular, formative assessment in mathematics subjects enables both students and teaching academics to assess individual performance and understanding through students' responses. Over the last decade, educational technologies and learning management systems (LMSs) are used…

Reflection is an important part of teaching and needs to be considered carefully. In this study, we examined a mathematics instructor's reflections on teaching linear algebra. The research team employed Tall's (How humans learn to think mathematically: exploring the three worlds of mathematics. Cambridge University Press, Cambridge, 2013)…

There is relatively little research specifically about student understanding of basis. Our ongoing work addresses student understanding of basis from an anti-deficit perspective, which focuses on the resources that students have to make sense of basis using everyday ideas. Using data from a group of women of color in the United States, we…

This article is a follow-up to an earlier paper on the mathematics support learning tutorial programme (SLT), an intervention programme at The University of Queensland that targets students considered to be at risk of failing Calculus and Linear Algebra I, the first tertiary level mathematics subject at The University of Queensland. The first…

Introducing new concepts to learners in an order of increasing complexity appears to be beneficial for learning, but typically introduction of concepts does not always adhere to this principle. We examined whether introducing new algebra concepts in a contrasted manner or in an order of increasing complexity instead of a different more typical…

The purpose of this qualitative study was to analyze the relationship between argumentation and proof in terms of verbal, visual, and algebraic representations of mathematical concepts. We conducted task-based interviews based on geometric locus problems with six undergraduate mathematics teachers while they were working in pairs. We identified…

The purpose of the current study is to examine the ways in which preservice middle school mathematics teachers (PMSMT) apply and represent algebraic reasoning in their solution processes for the problems in the concept of sets. This model provides detailed information about the reasoning made through the process of the solution of set problems.…

In this study, a description is provided for the development of two undergraduate students' geometric reasoning about the derivative of a complex-valued function with the aid of "Geometer's Sketchpad" ("GSP") during an interview sequence designed to help them characterize the derivative geometrically. Specifically, a particular…

In this study we investigated the relationship between urban eighth grade students' Hands-On Exposure to Algebraic Thinking (HEAT) competition performance and their subsequent performance on standardized measures of mathematics achievement (ACT Composite Score, ACT Math Scores, and Louisiana Algebra End of Course Exams). It was found that the…

The purpose of this study was to investigate the effects of completing career and technical education classes (CTE) during high school. In particular, the study sought to determine whether there were differences in academic scores of students who took CTE classes and those who took traditional high school classes. More specifically, the goals of…

Inquiry-oriented teaching is a specific form of active learning gaining popularity in teaching communities. The goal of inquiry-oriented classes is to help students in gaining a conceptual understanding of the material. My research focus is to gauge students' performance and conceptual understanding in inquiry-oriented linear algebra classes. This…

The purpose of this quasi-experimental, mixed method design study was to investigate the impact of Differentiated Instruction (DI) on student performance and achievement while implementing rigor in the Algebra II classroom. The call to increase rigor in high school classrooms increases daily, and educators are rethinking teaching and learning; the…

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on English learners and high school mathematics include: (1) Distribution of Students Enrolled in High School Mathematics Classes; (2) Percentage of Students Who Failed to…

This research considers the first year of a longitudinal study in which we are investigating the development of children's algebraic thinking as they take part an early algebra intervention in kindergarten through grade 2. Specifically, this study investigates kindergarteners' understanding of unknown quantities and their representation of these…