This pilot study examined the feasibility of using worked examples as a mechanism to improve verbal explanations of fractions concepts among Grade 5 students with mathematics difficulties in a small-scale randomized controlled trial (RCT) before scaling up to a large-scale RCT. Students (N = 49) were randomly assigned to a business-as-usual (BAU)…

In the United States, many actors are pushing for the use of grade point average (GPA) as the main placement tool for gatekeeper math and English courses for community college students (Quarles, 2022; Scott-Clayton, 2018; Turk, 2017). One community college system (pseudonymously, SXCC) in a New England state has begun placing students in initial…

The research on artificial intelligence in mathematics education has attracted much attention from researchers since the last decade. This study aims to provide holistic information about artificial intelligence in mathematics education research using bibliometric analysis. Data for the analysis were extracted from the Scopus database from…

Conceptualized in France during the sixties, the Theory of Didactical Situations [TDS] is a pivotal framework for developing mathematics teaching and learning processes. Despite the increasing qualitative studies over the last ten years, there remains a dearth of analysis of its effects on mathematics education. Through a Grounded Formal Theory…

The study was proposed to investigate the effect of a technology-integrated guided inquiry-based learning (TGIBL) and guided inquiry (GIBL) approach on preservice mathematics teachers' (PSMTs') plane geometry learning. For this purpose, pre-posttest non-equivalent quasi-experimental design was used. A total of 116 PSMTs within three intact groups:…

It is important to work on verbal mathematical problem-solving skills, which is one of the high-level skills with which students have difficulty. Supporting problems with visuals has been suggested by mathematics educators to develop this skill. This study examined the effect of the visualization of mathematical problems on the problem-solving…

Pedagogical content knowledge (PCK) has been widely recognised as an important aspect of the expertise for teaching. However, the extent to which teachers' own teaching practice can be a learning resource for them to develop PCK has not been systematically explored. This empirical study aimed to explore the unique contribution of the work of…

Studies have found that some teacher professional development programs that are based on Cognitively Guided Instruction (CGI) can increase student mathematics achievement. The mechanism through which those effects are realized has been theorized, but more empirical study is needed. In service of this need, we designed a novel measure of…

In this study, 80 ninth-grade students enrolled in Algebra I from a high school in south Texas completed the Implicit Theories of Intelligence Scale for Children (ITIS) Survey and the Attitudes Toward Mathematics Inventory (ATMI) Survey, before and after a set of interventions. The students were divided into one of four groups, three with applied…

Teacher educators globally have argued that developing coherent programs can combat the fragmentation that often characterizes teacher education and better support teacher learning. Yet, there is little research on coherence in mathematics teacher education, especially from the perspectives of preservice teachers. To that end, in this article, we…

Affect dynamics in digital learning systems (DLS) research investigates how students' emotions evolve while using these systems. This information can reveal the most common emotions experienced by students and how they transition between them. Recent studies indicate that affect dynamics in DLS vary depending on students' demographic and personal…

Teachers are key users of classroom assessment data; however, their needs and preferences are often overlooked in the design and development of the assessments themselves. We used principles of Human-Centered Design (HCD) to systematically solicit, study, and integrate teachers' needs in the design and development of a classroom-based early…

This article reports on a framework for collective professional learning and its influence on the development of four early-career mathematics teacher educators as they work to transform their practice. The Collective Reflection for Change (CRC) framework centers on a shared referent to orient collaborative noticing and wondering. Findings from an…

This study aims to prepare an educational program based on integrating Science, Technology, Engineering and Mathematics (STEM) to develop students' mathematical thinking skills. It also aims to provide proposals that could have a major role in rebuilding some of the general features on which mathematics curricula can be built according to the STEM…

Teaching style has long been recognized as a factor influencing students' achievement, particularly in subjects like mathematics. However, its impact on aspiring elementary mathematics teachers, often considered generalists, remains relatively underexplored. Based on the theoretical underpinning of self-determination theory, the paper examines how…