Education researchers have long wrestled with the interplay of oppressive structures and individual agency in reproducing, sustaining, and contesting marginalization. In this article, we suggest that Weis and Fine's construct of critical bifocality may assist researchers in understanding and addressing marginalization in mathematics education. We…

The aim of the study is to investigate and compare approaches to algebra in the Estonian, Finnish, and Swedish national core curricula (Grades 1-9). Despite the similarities in the school systems of these neighboring countries, the analysis reveals three quite different curricular approaches. The Estonian approach shows influences of the Russian…

Ability of solving mathematical non-routine problems among Malaysian students remains at a low level, therefore there is a need to introduce a new and effective teaching strategy for the teaching and learning of mathematical problem solving. This study aims to determine the effectiveness of Mayer's problem solving Model with Visual Representation…

Purpose: Music could be a challenger for mathematics and a potential candidate for the title "The Universal Language." This paper aims to discuss the primary objectives of engaging with music, including the therapeutic benefits. Similarities, between mathematics and music and how studying one might enhance one's abilities of the other…

As the field draws to greater consensus around components of productive mathematics classrooms, the need increases to answer questions about how we operationalize and measure these components and how we can actualize such practice in classrooms. This research report shares an analysis from a larger project aimed at describing and quantifying…

The purpose of this paper is to describe the use of a problem involving superfactorials (a specific product of factorials) that provides an in-depth and comprehensive mathematical experience, encompassing skills that mathematicians view as tantamount to exploration. The problem is easily accessible and fosters creativity and perseverance, thereby…

Professional noticing of children's mathematical thinking (Jacobs et al. in J Res Math Educ 41(2):169-202, 2010) is a construct that is used frequently to understand the ways in which teachers attend to, interpret, and respond to children's mathematical thinking. In this paper, we present our analysis of prospective elementary mathematics…

This study aims to describe how preservice secondary mathematics teachers (PSMTs) reason about different function representations. The study focuses on two PSMTs' reasonings across static and dynamic representations of functions. Sfard's (2008) Theory of Commognition guided our analysis. Findings indicate that while static representations restrict…

Several major themes related to rethinking assessment emerged from a search of the papers published in "PRIMUS." Authors explored ways to change the stakes of assessments, often with outcomes-based grading and testing structures. They explored changing the "structure" of assessments by considering media beyond written exams and…

With the myriad theories generated through research over the years, a continuing challenge for researchers is to navigate the multitude of theories in order to communicate their research, integrate empirical results, and make progress as a field by building upon empirical research. The Social Unit of Learning project was purposefully designed so…

Academic integrity at our small Canadian college is informed by several key frameworks and centred around teaching, learning, and proactive education. Mathematics assessments were quickly moved through various learning environments over the past year, showing that some assessment design strategies were no longer feasible if they instead centred on…

Understanding the intricate quantifier relations in the formal definitions of both convergence and continuity is highly relevant for students to use these definitions for mathematical reasoning. However, there has been limited research about how students relearn previous school mathematics for understanding multiply quantified statements. This…

Mathematics teachers are increasingly being called to integrate mathematical modeling into their course sequences and curriculum (NCTM 2018; NGA Center and CCSSO 2010). Mathematical modeling is a dynamic cycle calling teachers to engage in complex instructional work that advances students' mathematical knowledge and reasoning. The modeling cycle…

Relationships between mathematical giftedness and mathematical creativity have been widely studied, but few studies are available for primary school age. For an investigation in this age group, it seems appropriate to use a content area that not only has high relevance for mathematics and special potentials for creativity, but also requires only a…

Divergent thinking (DT), which involves finding new possibilities and seeing the familiar from a new perspective, has been stressed in mathematical creativity education. However, convergent thinking (CT), which involves searching for a correct single answer, has been relatively understudied in relation to developing mathematical creativity.…