Course grades, which often include non-achievement factors such as effort and behavior and are subject to individual teacher grading philosophies, suffer from issues of unreliability. Yet, course grades continue to be utilized as a primary tool for reporting academic achievement to students and parents and are used by most colleges and…

Current research and professional organizations call for greater emphasis on reasoning and sense making in algebra (Chazan, 2000; Cuoco, Goldenberg, & Mark, 1996; Harel & Sowder, 2005; National Council of Teachers of Mathematics [NCTM], 2009, 2010). This paper illustrates how students in an Algebra II class had opportunities to develop…

This special issue of the Canadian Mathematics Education Study Group/Groupe Canadien d'Étude en Didactique des Mathématiques (CMESG/GCEDM) Proceedings looks at CMESG/GCEDM's collective history, reflects on where the group has been, and who the members have become as an organization. Through a selection of excerpts from past proceedings, the…

Projects highlighting Science, Technology, Engineering, and Mathematics (STEM) education in high schools have promoted student interest in engineering-related fields and enhanced student understanding of mathematics and science concepts. The Science and Technology Enhancement Program (Project STEP), funded by a NSF GK-12 grant at the University of…

Instructional coaching runs the risk of being abandoned by policy makers and secondary schools if efficacy expectations related to adolescent literacy are not met (Knight, 2010; Walpole & McKenna, 2008). Research into coaching has examined the roles of coaches (Borman & Fenger, 2006; Smith, 2007) as well as the stances employed during…

The authors report findings of a best-evidence synthesis of the effects of mathematics instruction on the mathematics skills of students with emotional and behavioral disorders. The goal of the synthesis was to extend previous research by (a) detailing independent variables, instructional components, and outcome measures for each study; (b)…

A considerable amount of recent evidence suggests that speed of information processing (SIP) may be related to general giftedness as well as contributing to higher mathematical ability. To date, no study has examined SIP associated with both general giftedness (G) and excellence in mathematics (EM). This paper presents a part of more extensive…

This study examined the scaffolds that three high school mathematics teachers provided to their geometry students as they used technology to explore geometric ideas. Teachers often used structured activities using a dynamic geometry program and provided significant emotive feedback while students worked through the tasks. This provided…

This paper provides a detailed analysis of the mathematical communication involving a pair of high school calculus students who are English language learners. The paper focuses on the word-use, gestures and dragging actions in the student-pair communication about calculus concepts when paper-based static and then touchscreen dynamic diagrams.…

Today, far too many students see mathematics as a subject that must be endured, not a source of inspiration or a way of thinking that can enrich their understanding of the world. Advocates of student-centered instruction argue that good teachers have the ability to transform mathematics classrooms into lively, engaging learning environments in…

The paper examines the breadth and quality of formative assessment implementation of 202 mathematics and science teachers who participated in a two-year, school-based professional development programme that focused on formative assessment. Results are triangulated using three sources of data: baseline and end-of-Year 2 data from an annual survey,…

Past studies have suggested that in light of recent curriculum standards, many US teachers make limited use of drawn models in their mathematics instruction. To gain insight into this phenomenon, we investigated relationships between US teachers' opportunities to learn about, knowledge of, motivation for, and instructional use of drawn models for…

This research investigated the viability of learning by self-managing split-attention worked examples as an alternative to learning by studying instructor-managed integrated worked examples. Secondary school students learning properties of angles on parallel lines were taught to integrate spatially separated text and diagrammatic information by…

This paper explored variation of strategy use in pattern generalization across different generalization types and across grade level. A test was designed to assess students' strategy use in pattern generalization tasks. The test was given to a sample of 1232 students from grades 4 to 11 from five schools in Lebanon. The findings of this study…

"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in math for students in grades 1-12. The "Accelerated Math"[TM] software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates…