Meaningful learning occurs when individuals connect their existing knowledge with their current understanding. Unfortunately, many teaching practices neglect the learners' subconscious knowledge, also known as their "funds of knowledge." The result is a disconnect between school and home knowledge, social injustice towards students whose…

Teachers' scaffolding behaviors support children's self-regulation skills in the classroom. However, little evidence is available regarding the presence of self-regulation scaffolding behaviors in preschool teachers, and how they vary throughout the year and in different learning experiences. Less is known about these behaviors in Latin American…

In this article, we describe the development of a survey intended to assess teachers' perceptions on teaching mathematics to African American students. Research on productive and unproductive mindsets that affect teachers' ways of being in the classroom guided the design of the survey. We share results from three-survey administrations with two…

The purpose of this study was to identify and categorize in-the-moment teaching moves which support productive general social norms and sociomathematical norms during dialogic instruction by drawing on transcripts of classroom episodes. To understand how teachers construct in-the-moment teaching moves, this paper is grounded in a revised version…

The current study highlights the importance of inhibitory ability in facilitating performance in mathematics. To understand the role of inhibition in mathematical knowledge, this study tested 102 college students on a series of standardized complex math exercises. Inhibition tasks varied by task and stimuli (letters, numbers, and arrows). The…

Background: Digital game-based learning is gaining increased attention from both researchers and educators for improving mathematics instruction. However, the evidence for game-based learning is mixed and research with rigorous research design and analyses are limited. Objective: Here, in a pre-registered randomized controlled study, we…

Purpose: The authors investigate the use and potential of a theoretical combination of Realistic Mathematics Education (RME) and the Theory of Didactic Situation (TDS) to support Lesson Study (LS) in upper secondary mathematics. Design/methodology/approach: Case study performed by university researchers, based on theoretical analysis and case…

We examined widely used popular calculus textbooks to explore opportunities to learn the limit concept. Definitions, worked problems, and exercise problems were coded to examine if these tasks allow students to use informal thinking to coordinate domain and range processes to understand the infinite process of limit. Results revealed many exercise…

When the COVID-19 pandemic began, many universities switched to fully online teaching. This unexpected switching to online teaching was challenging for both teachers and students, and restrictions that were put in place because of pandemic made this challenge even greater. However, new ways of teaching might also open new opportunities for…

We present a free student-facing tool for creating 3D plots and smartphone-based virtual reality (VR) visualizations for STEM courses. Visualizations are created through an in-browser interface using simple plotting commands. Then QR codes are generated, which can be interpreted with a free smartphone app, requiring only an inexpensive Google…

This article discusses Experience First, Formalize Later (EFFL), an approach to teaching and learning that empowers students to build strong conceptual understanding of concepts, redefining how students experience mathematics class, and ultimately leading to more equitable learning opportunities. Traditional lecture-based models for mathematics…

Fractions remain a challenging area of school mathematics at every stage of education, with impacts that extend far beyond the school years. For this study, researchers engaged in classroom-based design research over a 6-year period to investigate effective strategies for teaching fractions with Canadian students. Participants included 86 teachers…

A major affordance of one-on-one mathematics coaching is its potential to provide individualized, contextualized support for mathematics teachers' learning. Coaches can adjust their work to individual teachers by focusing on instructional improvement goals that take account of teachers' current knowledge, practice, and classroom contexts. It is,…

Summer numeracy interventions have become standard educational practice across a range of jurisdictions, but there is a paucity of evaluations of those interventions across international settings. We employ a quasi-experimental evaluation of voluntary summer numeracy programs for 569 attendees and 2,193 comparison students in grades 1-3, conducted…

A recent review of literature in topic of rate of change mostly highlighted students and teachers' difficulties in handling conceptual questions. This initiated the researcher to investigate the Malaysian pre-service mathematics teacher's subject matter knowledge in rate of change through a case study design. A task-based interview was conducted…