Fraction knowledge and algebraic skill are closely linked. Algebra is a gatekeeper for advanced courses (Booth & Newton, 2012; Brown & Quinn, 2007). This study uses the person-centered approach of latent profile analysis to examine individual differences in middle schoolers' (N = 350) algebra performance at the end of the year (EOY). The…

When one sets out to solve a mathematics problem, a feeling of satisfaction and accomplishment comes with finding the answer and knowing it is correct. In contrast, a student performing the correct process to solve an algebra equation and getting an answer such as 3 = 0 may be left perplexed and not understanding what--if anything--he or she did…

Reading mathematics problems can frustrate students to the point of shutting down. Although Pólya's four-step plan is a well-known problem-solving framework, the author's students benefited from a more concrete and detailed approach: chunking the reading. In this article, the author describes an approach to problem solving used with eighth-grade…

Despite the central role of proofs in mathematics, research often shows that school textbooks offer limited support for the teaching and learning of proof-related reasoning. This study contributes to this field of research by studying Swedish and Finnish upper secondary textbooks on logarithms and combinatorics. Justifications in expository…

In Tunisia, calculus is a fundamental component of mathematics curriculum in high school and a major requirement at the advanced level in the mathematics bachelor's degree and in engineering. Yet, paving the way for a passage between high school calculus and university calculus remains a challenge for both mathematics education researchers and…

The questions that teachers ask to elicit student reasoning are among the most important aspects of productive mathematics talk. These questions--often referred to as "press for reasoning"--offer teachers an effective tool for helping students explicate the concepts and principles that undergird their strategies (Kazemi and Stipek 2009).…

The aim of the research is to examine preservice science and preservice mathematics teachers' mathematics anxiety and beliefs about the nature of mathematics, as well as to reveal whether they differ according to the teacher training program. Moreover, this study investigates whether there is a relationship between beliefs about the nature of…

When examining success in mathematics education, it should be taken into consideration that it is important to examine teachers' work with their resources. In this study, it is aimed to examine this work through the processes of using and transforming the resources into documents. In this context, the "Documentational Approach to…

Mathematics education can be positioned as fertile ground for societal change. This article deconstructs the complex work of supporting students' positive mathematical identities by introducing pedagogical fluency to embody equitable beliefs and practices. Embodying equitable beliefs and teaching practices can systematically build a transformative…

Wenger's theory of learning proposes the concepts of "participation" and "reification" as dimensions of educational design. Based on this proposal, this position paper looks at the design of one Mathematics Professional Development Program (MPDP) through the lenses of these concepts. We argue that the "reification"…

Mathematics teachers make a number of decisions that shape their lessons, which therein impact their students' opportunity to learn mathematics. Past research has often focused on teachers, students and the mathematical content as key classroom elements that drive teachers' decisions. In this article, we propose that a fourth element -- the…

In this paper, a simple and multiple linear regression model has been developed to analyze and compare math test results of two student groups in the medical high school "Rezonanca", more precisely the students of the two tenth grades in the subject of mathematics of classes X- 3 and X - 7. This paper also presents some exam exercises,…

Robot toys can be used to promote STEM subjects, particularly coding and mathematics. The lesson described in this article illustrates how a robot toy was used with a number line to explore equality and missing addends in Year 1. The lesson progression models how activities can be sequenced to build on developing understandings while supporting…

Spatial reasoning is identified as a Numeracy general capability in the Australian Curriculum, and more globally as a significant precursor to mathematics proficiency. Currently, the literature surrounding mathematical-spatial relations remains largely removed from classroom practice. This paper provides a reflection on the spatial cognition field…

Research has shown that tape diagrams are beneficial for algebra learning. However, it is unclear whether certain visual features of tape diagrams have implications for learning. We investigated, with undergraduate students and math teachers, whether tape diagrams with different visual features (color, presence of outer lines, and position of the…