This article focuses on elementary school teachers' preferences for mathematically based (MB) and practically based (PB) explanations. Using the context of even and odd numbers, it explores the types of explanations teachers generate on their own as well as the types of explanations they prefer after reviewing various explanations. It also…

Based on the Lobatto quadrature, we develop several new closed form approximations to the mathematical constant "e." For validating effectiveness of our approximations, a comparison of our results to the existing approximations is also presented. Another objective of our work is to inspire students to formulate other better approximations by using…

The sampling (probability) distribution for the sum of dice is presented graphically as a compelling demonstration of the Central Limit Theorem.

Modern tools often separate the visual and physical aspects of operation, requiring users to manipulate an instrument while viewing the results indirectly on a display. This can pose usability challenges particularly in applications, such as laparoscopic surgery, that require a high degree of movement precision. Magnification used to augment the…

This document presents a review of evidence commissioned by the Education Endowment Foundation to inform the guidance document "Improving Mathematics in Key Stages Two and Three" (Education Endowment Foundation, 2017). The review draws on a substantial parallel study by the same research team, funded by the Nuffield Foundation, which…

Providing standards-based instruction in core content areas for individuals with moderate and severe disabilities is a hot topic in the field of special education, and teachers struggle to find the best methods for providing high-quality standards-based instruction in core content areas that also has personal relevance for the students. This…

This paper addresses contributions that dynamic geometry systems (DGSs) may give in reasoning by contradiction in geometry. We present analyses of three excerpts of students' work and use the notion of pseudo object, elaborated from previous research, to show some specificities of DGS in constructing proof by contradiction. In particular, we…

In this culture of instantaneous technology, students are familiar with immediate feedback. To maintain student engagement, it is vital for teachers to create similarly interactive experiences. Student-centered instruction is important in connecting students to key mathematical concepts. If the connection is not obvious, they may be unaware of…

This study explored the nature of mathematics anxiety in a sample of 106 ethnically and linguistically diverse first-grade students. Although much is known about mathematics anxiety in older children and adults, little is known about when mathematics anxiety first emerges or its characteristics in young children. Results from exploratory factor…

Traditionally, mathematics has been taught using a very direct approach which the teacher explains the procedure to solve a problem and the students use pencil and paper to solve the problem. However, a variety of alternative approaches to mathematics have surfaced from a number of different directions. The purpose of this study was to examine the…

Computer programming is considered an important competence for the development of higher-order thinking in addition to algorithmic problem solving skills. Its horizontal integration throughout all educational levels is considered worthwhile and attracts the attention of researchers. Towards this direction, an exploratory case study is presented…

We examined the effects of the Concrete-Representational-Abstract Integration strategy on the ability of secondary students with learning disabilities to multiply linear algebraic expressions embedded within contextualized area problems. A multiple-probe design across three participants was used. Results indicated that the integration of the…

This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers' formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers' knowledge of formative assessment and learning…

In guiding students to construct a mathematical concept themselves, learning process should be started by a context which is suit with the concept. In this research, we focused on structured arrangement which was believed to be able to support students ages 8-9 years old developing splitting strategy in doing multiplication. This study was a…

Recently, there has been an increasing interest in collegiate mathematics education, especially teaching and learning calculus (e.g., Oehrtman, Carlson, & Thompson, 2008; Speer, Smith, & Horvath, 2010). Of many calculus concepts, the derivative is known as a difficult concept for students to understand because it involves various concepts…