This study analyzes the development of percentages knowledge by seventh graders given a sequence of activities starting with a realistic modeling task, in which students were expected to create a model that would facilitate the reinvention of percentages. In the first two activities, students constructed their own pricing model using fractions and…

Multiple representations, multiple modalities, and technology can be helpful in the understanding of mathematical concepts when used in an appropriate manner (Shah & Freedman, 2003; Goldman, 2003), but this alone does not account for the student benefits of creating and using dynamic models over teacher generated graphs to construct…

The purpose of this study was to examine the ways that teachers use Connected Classroom Technology (CCT) to potentially support achievement on translation problems that require moving between algebraic representations. Four mathematics classrooms were chosen based on their gain scores on pre- and post-test Algebraic translation problems. Two…

Classroom discourse is central to fostering mathematical practices, but we still have much to learn about how the detailed work of teaching can support students to engage in the range of mathematical practices set out in the Common Core. This study examined mathematics discussions in four inquiry based secondary mathematics classrooms to…

Mathematical knowledge and skills are crucial to success in academics and the workplace. The Common Core State Standards emphasizes fraction teaching and learning in elementary school. This mixed-method study explores fraction concept understanding among 14 deaf and hard of hearing participants between the ages of 8 and 16, as quantitatively…

We present the results of an in-depth qualitative study that examined ninth graders' conceptual and procedural knowledge of fractions as well as their approach to mathematics learning, in particular fraction learning. We traced individual differences, even extreme, in the way that students combine the two kinds of knowledge. We also provide…

Knowledge and understanding of mathematical operations serves as a pre-reequisite for the successful translation of algebraic word problems. This study explored pre-service teachers' ability to recognize mathematical operations as well as use of those capabilities in constructing algebraic expressions, equations, and their solutions. The outcome…

In this paper we introduce a new collaborative technique in teaching and learning the epsilon-delta definition of a continuous function at the point from its domain, which connects mathematical logic, combinatorics and calculus. This collaborative approach provides an opportunity for mathematical high school students to engage in mathematical…

Helping students develop their ability to use the mathematical practices relies on their awareness of and ability to share their thinking to be used as part of classroom instruction. This type of instruction tends to be different from most teachers mathematics learning experiences thus requiring teachers to rethink what it means to teach…

During middle school years, students generally finalise their attitude toward mathematics and their perception of themselves as students of mathematics in terms of aptitude, motivation, interest, and competence. Therefore, giving them varied opportunities to foster a positive and successful approach to the study of mathematics is critical, and can…

What do you do when you want to get your Stage 3 students authentically and enthusiastically engaged in the active construction of their understanding and fluency with measurement, data collection, representation and interpretation? How do you enable them to make choices about their learning, to measure with purpose, to record and organise the…

Use of technology in the mathematics classroom has the potential to advance children's learning of mathematics and enhance their attitudes about mathematics. When used in conjunction with purposeful planning, teachers can use technological tools to reinforce their pedagogical intentions and to facilitate relevant learning activities for students.…

This article examines prospective elementary teachers' conceptions of unitizing with whole numbers and fraction concepts and operations throughout a semester-long mathematics content course. Student work samples and classroom conversations are used to illustrate the types of unitizing understandings that prospective teachers bring to teacher…

Getting students to think deeply about mathematical concepts is not an easy job, which is why we often use problem-solving tasks to engage students in higher-level mathematical thinking. Mathematical modeling, one of the mathematical practices found in the Common Core State Standards for Mathematics (CCSSM), is a type of problem solving that can…

Engineering in K-12 classrooms has been receiving expanding emphasis in the United States. The integration of science, mathematics, and engineering is a benefit and goal of K-12 engineering; however, current empirical research on the efficacy of K-12 science, mathematics, and engineering integration is limited. This study adds to this growing…