Hands-on experiments with overturning some prisms (partially filled with water) lead students to a conjecture which can be confirmed by using a 3D geometry programme and reinterpreting the process of "overturning of a prism" in an appropriate way. But such confirmations are not a proof and particularly cannot answer the question…

Who doesn't love a good story? In this article, the authors share how teachers can utilize the idea of mathematical stories to significantly enhance existing lessons. They use a creative framework to reimagine lessons as mathematical stories and make lessons more engaging for students. The authors will first describe how to think about a lesson…

This study aims to investigate the influence of an undergraduate course on teaching statistics and probability on the statistical knowledge of preservice mathematics teachers. Statistics Concept Inventory (SCI) was used to measure the statistical understanding of the participants. It was implemented at both the beginning and the end of the course.…

Functional thinking has long been recognized as a crucial entry point into algebraic thinking in elementary school. This mixed-method study investigates the learning progression for elementary students' functional thinking within the context of routine classroom instruction. Drawing on the existing research, a theoretical framework was constructed…

We introduce a geometric-mechanical artefact designed for laboratory activities related to Calculus topics (3D models and construction instructions are freely available online). With new capabilities and a new design, this instrument adopts some mechanisms historically introduced to solve inverse tangent problems (that analytically correspond to…

The paper focuses exclusively on the famous geometry lesson given by Socrates to the slave-boy in Plato's Meno, providing an in-depth analysis that emphasizes the pedagogical aspects of the lesson. This approach allows for an examination of the lesson that teachers, educators and students alike--regardless of their interest in the philosophical…

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29…

To support children's transition to school mathematics, it is important to maintain sensitivity to notations that children produce in the domain of number and support connections between their informal number knowledge and written symbols. This paper presents an exploratory longitudinal study of the notations that 3-5-year-old children produced…

Principals who serve as strong instructional leaders directly impact student learning. In this article, principals from Tustin, California, come together to help each other learn how to support teachers implementing a new problem-based mathematics curriculum.

The goal of this study is to show a novel way of using large-scale data (N = 6203) to identify pupils' strategies when solving missing value number equations. It is based on the assumption that wrong numerical results appearing more frequently than would be the case if they were consequences of random guessing can be expected to be underlain by a…

Research over the past 20 years has suggested that our intuitive sense of number--the Approximate Number System (ANS)--is associated with individual differences in symbolic math performance. The mechanism supporting this relationship, however, remains unknown. Here, we test whether the ANS contributes to how well adult observers judge the…

How would students feel when learning through the use of mathematical modeling? On investigation, this article reveals that students felt better prepared for assessments, learned valuable life skills, and saw the relevance of mathematics to their lives outside of the classroom.

This study examined the learning of Pi (p) numbers in elementary school mathematics. This research was conducted by employing case study method containing a single case concerning the Pi (p) numbers. A total of 432 preservice teachers participated in the study from the academic year of 2019-2020. This research employed observation, interview, and…

To support productive struggle, prospective secondary mathematics teachers (PTs) need to elicit and respond to students' mathematical ideas in ways that focus on those ideas and that position students to build on those ideas. Using the Teacher Response Coding framework (Van Zoest et al., 2021) we analyzed PTs' responses in three rehearsals of…

The purpose of this study was to investigate the gender differences in students' attitude toward mathematics and how attitude impacts achievement in the course. The sample consisted of 172 undergraduate health science students (123 women, 49 men) enrolled in mathematics courses at a University in the Midwestern United States. Data were collected…