This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the…

This study presents the perceptions of trainee teachers regarding the realisation of practical mathematical sessions to expand on the concepts that are taught in primary education using manipulatives. For a 4-month period, a practical session with the mentioned characteristics was carried out weekly with Year 1 students of the Primary Education…

The number of opportunities to respond (OTR) and spacing (massed or distributed practice) of practice sessions are important variables to consider in instructional design. The purpose of this pilot study was to compare the impact of these variables on trajectories of mathematics fluency. Second- and third-grade students (N = 112) were randomly…

Embedding mathematics in a relatable context has changed the way Christie Henderson's elementary students view the subject. In this article, Henderson discusses how presenting mathematics through a relatable context enables students to visualize the math and make a pictorial representation to aid them in solving it. When relevant and relatable…

In January 2019, third graders at Penns Manor Elementary used known math skills and new math skills to draft a pattern and dress a four harness loom to create a woven wall hanging. Twelve core students learned the basic skills and then taught their peers and classroom teachers under the guidance of teaching artist Sandra Trimble. It turned out to…

The transition from primary to secondary school is regarded as one of the most difficult crossings in students' educational careers. The move, which typically occurs between the ages of twelve and fourteen, can be particularly pronounced for mathematics. This article describes the results of a questionnaire distributed in the Republic of Ireland…

Competence with fractions is foundational to acquiring more advanced mathematical skills. However, achieving competency with fractions is challenging for many students, especially for those with mathematics learning difficulties who often lack foundational skill with whole numbers. Teaching fractions is also challenging for many teachers as they…

Language and communication are a core aspect of teaching and learning in mathematics, and teacher dialogue is central to this. As part of a larger project that explores how mathematics classroom language is impacted by standardised testing, this paper explores how two teachers use language in "redirecting," "progressing," and…

The paper presents a systematic review synthesising and evaluating literature that focuses on developing a conceptual understanding of shapes and their representations. It maps out literature from 2010-2018 targeting students (5-13 years) based on a set of inclusion and exclusion criteria. The analysis revealed that studies fail to take account of…

In this paper, I report on one teacher's journey of change in grouping her students for mathematics learning. In addition, I describe and illustrate the design and implementation of a smart tool used for planning for effective grouping in collaborative mathematics problem-solving. The findings illustrate that when explicit teacher support is…

We present the result of an eight-year didactic experiment in two primary school classes involving comparative geometry activities: a comparison between Euclidean plane geometry and spherical geometry that took place over five years. Following the didactic experiment, three years on from the end of the experiment, final questionnaires were…

The main purpose of this paper was to explore mathematics educators' perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education…

In this article, the authors present a brief description of the different views of the "nature of mathematics" (NOM), share a five-point view of NOM that undergirds the teaching profession's guiding documents, and describe ways of providing opportunities for teachers and students to have conversations in the classroom that build…

The research presented in this article reports on the results of a case study examining the classroom practice of one early career Grade 4 teacher (Nox, pseudonym) as she teaches equivalent fractions. The goal was to explore the ways and extent to which her instruction reflected a dialogical teaching approach, defined as a pedagogical approach…

Math proficiency in the elementary grades is one component to ensuring a highly qualified science, math, engineering, and technology workforce. The literature indicates that teachers of those early years greatly impact their students' future attitudes and abilities in the STEM fields. Therefore, it is critical that administrators, teacher…