Publication Date
| In 2026 | 0 |
| Since 2025 | 916 |
| Since 2022 (last 5 years) | 5693 |
| Since 2017 (last 10 years) | 13925 |
| Since 2007 (last 20 years) | 27061 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
| Practitioners | 6578 |
| Teachers | 6551 |
| Researchers | 980 |
| Students | 517 |
| Policymakers | 442 |
| Administrators | 280 |
| Parents | 150 |
| Community | 26 |
| Counselors | 18 |
| Media Staff | 12 |
| Support Staff | 3 |
| More ▼ | |
Location
| Australia | 1499 |
| Turkey | 958 |
| Indonesia | 588 |
| California | 575 |
| South Africa | 522 |
| Canada | 467 |
| United States | 462 |
| United Kingdom | 384 |
| United Kingdom (England) | 363 |
| Texas | 349 |
| China | 328 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 96 |
| Meets WWC Standards with or without Reservations | 146 |
| Does not meet standards | 76 |
Peer reviewed
Direct linkEllis, Alexa; Cosso, Jimena; Duncan, Robert J.; Susperreguy, María Inés; Simms, Victoria; Purpura, David J. – British Journal of Educational Psychology, 2023
Background: Home mathematics environment (HME) research has focused on parent--child interactions surrounding numerical activities as measured by the frequency of engaging in such activities. However, HME survey questions have been developed from limited perspectives (e.g., "Early Childhood Research Quarterly," 27, 2012, 231;…
Descriptors: Parent Child Relationship, Interaction, Mathematics Instruction, Mathematics Achievement
Sunyoung Park – ProQuest LLC, 2023
This dissertation study investigated secondary mathematics teachers' designing and enacting lessons to draw on students' multiple mathematical knowledge bases. The ultimate objective of incorporating open spaces in mathematics lessons is to support students from culturally and linguistically diverse backgrounds in developing mathematical…
Descriptors: Mathematics Teachers, Mathematics Instruction, Middle School Teachers, Prior Learning
Download full textMa. Louise Antonette N. De Las Peñas; John Chris T. Kwong; Peter Antonio B. Banzon; Philip A. Martinez; Wilbur Isaac G. Lapada; Julian N. Eballa III; John Emil C. Sebastian; Miguel D. Asido; Jan Daryl M. San Juan; Debbie Marie B. Verzosa; Jumela F. Sarmiento; Agnes D. Garciano; Mark Anthony C. Tolentino; Maria Alva Q. Aberin; Juan Carlo F. Mallari – International Association for Development of the Information Society, 2023
This paper discusses the distribution, through a digital datacasting framework, of mathematical resources for Grades 1 to 7 to two schools in a community in the Philippines. Among the mathematical resources made available, are mathematical applications (apps), which run on mobile technologies, that have been created to help in the mathematical…
Descriptors: Mathematics Instruction, Teaching Methods, Computer Software, Computer Assisted Instruction
Cynthia French – ProQuest LLC, 2023
The purpose of this applied research study was to strengthen Tier I instruction within seventh and eighth-grade mathematics classrooms. This applied research study uses three elements; professional learning communities, consistent content-specific professional development, and increased student achievement to strengthen Tier I instruction in…
Descriptors: Mathematics Instruction, Mathematics Teachers, Pedagogical Content Knowledge, Middle School Teachers
Tisha Newton Jones – ProQuest LLC, 2023
Achievement gaps in mathematics between middle and high school Black students when compared to their white peers exist in part because of access, but also because Black learners' brilliance is not recognized. Finding ways to help students, especially Black students, become successful mathematical problem solvers was a driving force behind this…
Descriptors: Culturally Relevant Education, Equal Education, Secondary School Students, African American Students
Ouhao Chen; Endah Retnowati; BoBo Kai Yin Chan; Slava Kalyuga – Educational Psychology, 2023
The worked example effect has been well documented within the framework of Cognitive Load Theory (CLT), which suggests that teaching with examples would be superior to engaging in unguided problem solving, particularly for novices, as using worked examples would reduce their cognitive load, compared to solving problems, thus facilitating knowledge…
Descriptors: Cognitive Ability, Problem Solving, Transfer of Training, Retention (Psychology)
Einat Heyd-Metzuyanim; Jason Cooper – International Journal of Research in Undergraduate Mathematics Education, 2023
Situations where students encounter mathematical "impasses" -- instances where their current discourse is incommensurable with the discourse demanded to solve a task -- have the potential to stir emotional responses of different types. They can engender feelings of confusion and bafflement, or even embarrassment, or alternatively open…
Descriptors: Mathematics Instruction, Persuasive Discourse, Emotional Response, Graduate Students
Nataree Pongsai; Apantee Poonputta – Higher Education Studies, 2023
The ability to recognize one's learning processes is important for learning mathematics as it helps learners to practice the thinking process of how each element works in solving mathematics problems. The K-W-D-L technique has emerged as a technique that could bring about metacognition in learning and it could be beneficial in elementary school…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Public Schools
Taylor Lesner; Ben Clarke; Derek Kosty; Nancy Nelson; Leanne Ketterlin-Geller; Keith Smolkowski – Grantee Submission, 2023
This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental pilot study in which at-risk students (n = 198) were assigned to the treatment or control condition…
Descriptors: Mathematics Skills, Mathematics Instruction, Grade 6, Fractions
Taylor Lesner; Ben Clarke; Derek Kosty; Nancy Nelson; Leanne Ketterlin-Geller; Keith Smolkowski – Learning Disability Quarterly, 2023
This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth-grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental pilot study in which at-risk students (N = 198) from Oregon middle schools were assigned to the…
Descriptors: Mathematics Skills, Mathematics Instruction, Grade 6, Fractions
Tracing the Co-Evolution of Teacher Learning between Professional Development and Classroom Practice
Hala Ghousseini; Burcu Alapala; Rahul Panda – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
How teachers can experience adaptive professional development (PD) experiences is still understudied in the literature on teacher learning, which for the most part reflects an emphasis on learning outcomes rather than the process of learning. In this study, we use a situated perspective on teacher learning to investigate the coevolution of a…
Descriptors: Mathematics Teachers, Faculty Development, Teacher Education, Mathematics Instruction
Steven Greenstein; Denish Akuom; Erin Pomponio; Allison L. Gantt – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
This project seeks to understand the emergence of mathematical meanings mediated by learners' interactions with multiple artifacts. Extending our prior work which took an enactivist approach and revealed the dynamics of embodied interactions fundamental to understanding fraction division, we now employ a semiotic lens to illuminate how learners…
Descriptors: College Students, College Faculty, Mathematics Instruction, Fractions
Eric Partridge; Phi Nguyen; Corey Webel – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
Positioning theory has been used in research to understand how elementary student teachers are positioned while working with their mentor teacher. While this research has identified four general positions, there remains a lack of clarity about these positions, particularly in how they differ. This study explores three contrasting student…
Descriptors: Elementary School Teachers, Student Teachers, Teacher Education Programs, Lesson Plans
Darío González – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
This paper introduces two theoretical constructs, open-loop covariation and closed-loop covariation, that combine covariational reasoning and causality to characterize the way that three preservice mathematics teachers conceptualize a feedback loop relationship in a mathematical task related to climate change. The study's results suggest that the…
Descriptors: Preservice Teachers, Cognitive Processes, Abstract Reasoning, Thinking Skills
Camden Bock; Justin Dimmel; Brooke Howlett; Joshua Bohm – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
Immersive spatial diagrams (three-dimensional diagrams rendered with immersive stereoscopic displays) offer learners the opportunity to extend practices of diagramming in school geometry into a human-scale, spatial context. Learners can use two or more hands to inscribe simultaneously with digital spatial painting tools, a spatial analog of the…
Descriptors: Mathematics Education, Geometry, Mathematics Skills, Thinking Skills
