Within the last decade, the National Council of Teachers of Mathematics (NCTM) has made a call to action, asking educators to engage in effective teaching of mathematics which includes having classrooms rich in mathematical discourse (NCTM, 2014). In this nine-week dissertation study, three mathematics graduate student instructors (GSIs) teaching…

Team-based learning (TBL) is a flipped classroom model, where small group discussions and peer learning play a central role. Some of its features, such as scalability to large classes and a high degree of structure, together with a well-documented success rate in other fields, could make TBL an attractive option for the mathematics educator…

Effective personalization of education requires knowing how each student will perform under certain conditions, given their specific characteristics. Thus, the demand for interpretable and precise estimation of heterogeneous treatment effects is ever-present. This paper outlines a new approach to this problem based on the Leave-One-Out Potential…

With the support of digital learning platforms, synchronous and collaborative learning has become a prominent learning paradigm in mathematics education. Computer-Supported Collaborative Learning (CSCL) has emerged as a valuable tool for enhancing mathematical discourse, problem solving, and ultimately learning outcomes. This paper presents an…

Peer tutoring can improve learning by prompting learners to reflect. To assess whether peer interactions are conducive to learning and provide peer tutoring support accordingly, what tutorial dialog types relate to student learning most? Advancements in collaborative learning analytics allow for merging machine learning-based dialog act…

Data-based individualization (DBI) is a framework that allows educators to make timely and informed decisions about student progress in academics or behavior. In this article, we focus on the DBI framework as applied to math intervention within a tiered support model for students experiencing math difficulty. We review how DBI starts with an…

To provide a landscape of mathematics activities children experience in U.S. preschool and kindergarten classrooms, we observed time children spent in mathematics activities (and -- as a contrast -- literacy) in 101 geographically diverse early childhood classrooms in seven U.S. states. We also observed what mathematics content, grouping…

The emergence of interactive mathematics software in the early 1990s has invited mathematics education researchers to consider ways that dynamic geometry environments (DGEs) might influence K-16 learners' growth of geometric understanding. This article examines the applicability of the Pirie-Kieren theory to trace this growth. Data for this…

In this article, the authors suggest a number of ways in which NAPLAN could be made into a more engaging and enriching experience for both teachers and students. They highlight the importance of making productive errors in the interests of furthering learning. The authors share the journey they have taken as they attempted to get their teeth into…

Math and language are inextricably connected. Math cannot be taught without naming certain concepts and finding ways to express mathematical ideas. With the increasing demands on teachers to meet the needs of diverse learners, the role of language development in the mathematics classroom must be at the forefront of instruction. Identifying and…

Mathematics textbooks sometimes present worked examples as being generated by particular fictitious students (i.e., "person-presentation"). However, there are indicators that person-presentation of worked examples may harm generalization of the presented strategies to new problems. In the context of comparing and discussing worked…

This article dives into the importance of engaging students in investigating the mathematics of businesses that pressure their members to recruit new members as a basis for success, also referred to as multi-level marketing (MLM). The mathematics behind these businesses are discussed, and a sample student task is given.

The complexity of understanding unit fractions is often underappreciated in instruction. We introduce a continuum of children's understanding of unit fractions to explore this complexity and to help teachers make sense of children's strategies and recognize milestones in the development of unit-fraction understanding. Suggestions for developing…

Learning the concept of fractions is among the most challenging topics in school mathematics. One of the main sources of difficulties in learning fractions is related to "natural number bias" (Van Hoof, Verschaffel & Van Dooren, 2015). Applying properties of the natural numbers incorrectly in situations involving rational numbers can…

In this survey paper, we describe the state of the field of research on teaching mathematics with technology with an emphasis on the secondary school phase. We synthesize themes, questions, results and perspectives emphasized in the articles that appear in this issue alongside the relevant foundations of these ideas within the key journal…