Low mathematics achievement in the United States has led to the recent advances in the development and evaluation of Tier 2 mathematics interventions designed to close gaps in mathematics that exist at school entry and prevent these gaps from widening. Because Tier 2 mathematics interventions are generally effective for improving mathematics…

Northern Norway's population comprises many different cultural groups. According to the Norwegian Education Act, education must give students insight into and a firm foundation in history and culture. This paper aims to present a proposal for how to start working with the creation of local rural mathematics curricula for which Sámi culture in…

In England, GCSE (General Certificate of Secondary Education) qualifications offered to students aged 14-16 were recently reformed. For mathematics specifically, the new GCSE aimed to be more demanding, provide greater challenge for the most able students, and support progression to post-16 mathematics. However, there have been concerns that the…

Doors to other educational opportunities and future professions are closed when students have a low motivational profile in mathematics starting in elementary school and continue with an unchanged profile into high school (Lazarides et al., 2020). Students must learn how to increase their mathematical self-efficacy in order to increase their…

Through a social constructivist lens, this study looked at how paraprofessionals understand mathematics instructional content and associated pedagogical skills and explore an organization's current involvement of support staff in schools' mathematical classrooms. The setting for this bounded case study was two elementary schools contained in one…

School-aged Black boys are mathematically gifted; however, they are often underserved vis-à-vis their mathematics education. In this article, we provide guidance for multiple stakeholders to support and elevate high-quality mathematics learning opportunities for Black male youth. In doing so, we begin by engaging W. E. B. Du Bois' storytelling. We…

In this paper the author looks at the letters of two renowned women mathematicians and scientists of the Victorian period, Mary Somerville and Ada Lovelace, while also considering the imperceptibility of Sophie Germain, an important French mathematician and philosopher in their epistolary exchanges and philosophical writings. Drawing on the…

Students' use of problem posing is an assessment tool for evaluating mathematical creativity, and it plays a substantial role in creative tasks. Integrating problem-posing tasks into a curriculum is beneficial for teaching and learning mathematics. The Photo-Math Project is an example of problem posing in terms of generating new problems. This…

Expert mathematicians use examples and visual representations as part of their informal mathematics reasoning when constructing proofs. In contrast, the ways undergraduates reason and work toward creating proofs is an open area of investigation, particularly in advanced mathematics. Furthermore, research on students' reasoning in topology is…

This article explores the conceptual challenges that engineering students encounter with double integrals in a vector calculus course. Drawing on previous literature and utilising APOS (Activity- Process- Objects- Schema) as a theoretical framework, this study investigates the difficulties that students face in understanding and applying double…

The practice of teacher noticing students' mathematical thinking often includes three interrelated components: attending to students' strategies, interpreting students' understandings, and deciding how to respond on the basis of students' understanding. This practice gains complexity in technology-mediated environments (i.e., using…

Previous studies have emphasised that play can promote children's learning of mathematics. However, little research has been directed towards understanding how collective imaginary play motivates children's mathematical learning. Informed by the cultural-historical conception of play and motives, this paper examines how Conceptual PlayWorld (CPW)…

Problem posing is an indispensable constituent of mathematical thinking, which makes it a requisite ability for students of all grades. Therefore, pre- and in-service teachers should carry out problem posing activities of high quality, and having them pose non-routine problems may be a good way to make this happen. In this context, this study…

This study investigates the impact of the Flipped Learning Model (FLM) with the support of Technology Pedagogy Content Knowledge (TPACK) instructional design on the academic performance of secondary school students in mathematics. The study involved 45 sixth-grade students from a public school in the Akdeniz district of Mersin, Turkey, during the…

The purpose of this study is to gain understanding of how secondary teachers conceptualize the relationships between mathematical modeling and problem solving. Eight secondary teachers participated in semi-structured, think-aloud individual interviews. Some conceptualizations include (a) modeling and problem solving are two distinct processes; (b)…