Mathematics instruction is not race or culture neutral. For students who have been historically marginalized in mathematics classrooms, high-quality mathematics instruction, instruction that helps students build conceptual understanding, on its own might not be enough to disrupt inequities. These students might also need instruction that is…

In this article, we explored Grade 11 learners' algebraic and geometric connections when solving Euclidean geometry riders. A qualitative interpretive case study design was followed. Thirty Grade 11 learners from a non-fee-paying secondary school in the Capricorn North district of South Africa were conveniently sampled to participate in this…

Background: South African teachers' mathematical knowledge for teaching and number sense are markedly low, evidenced in national and international research. There is a call for supporting teachers in developing their knowledge and confidence in teaching mathematics. Aim: The aim of this article is to share how pre-service teachers (PSTs) used the…

Gifted students' often go unchallenged in the classroom, and this lack of tailored instruction can lead to decreased motivation, which, in turn, influences underachievement, which is a significant concern since these children, theoretically, should be our highest achievers. This 4-week (i.e., eight instructional days) semi-randomized,…

This dissertation aims to understand the female Saudi mathematics teachers' formative assessment practices after coming back to in-person instruction and the impact of such practices on female student attitudes toward learning mathematics. The study was conducted in two middle schools located in the North and South districts of a large city in…

The debate between cooperative group learning and individual instruction has long been a focal point in educational discourse. This research study explored these two instructional methodologies' comparative efficacy and benefits in fostering learning outcomes and skill development. This research study was conducted using fifth-grade classes from…

Many students enter into higher education institutions to pursue degrees in STEM fields with varying levels of academic preparedness, and many students will never finish a college degree. To address academic underpreparedness, many institutions have developed remedial coursework to increase student persistence and graduation rates with varying…

We report on findings from a study involving 15 secondary mathematics teachers from Fiji. The aim of the study is to describe teachers' current approaches to teaching probability and statistics; and to share their views on using game-based teaching approaches. We report briefly on the first stage of follow-up on one teacher who agreed to develop…

The focus of this study is to use the mixture item response theory (MixIRT) model while implementing the no-U-turn sampler as a technique for investigating the presence of latent classes (i.e., subpopulations) among eighth-grade students who were administered TIMSS 2019 mathematics subtest in paper format from the gulf cooperation council (GCC)…

Problem solving skill is a basic skill that students should acquire both in mathematics education and their daily lives. This research aims to examine fourth-grade elementary school student skills in solving four-operation problems prepared in different structures according to the situation of the unknown. In this research, on the one hand,…

This study aims to investigate the effect of the online flipped learning model (OFLM) when integrated into a mathematics course in an emergency remote teaching process on seventh grade students' academic achievement, their attitudes towards their mathematics course, and their cognitive load. The study was designed as a crossover experimental…

The availability of tutors in schools is a privilege and an opportunity to support those students who may be sufficiently far behind the expected level that it is difficult for the classroom teacher to bridge the gap. The challenge for schools is to find ways to guide the work of tutors and teachers to improve chances that supported students can…

This study examined the effects of the concrete-representational-abstract integrated sequence (CRA-I) on teaching place value concepts and their application. The research questions addressed the extent to which CRA-I changed student performance in (a) completing equations that required subtraction with regrouping in the tens place, (b) completing…

The objective of the present study was to gain a deeper understanding of how middle-grade mathematics teachers implement questions in both technology-supported and non-technology-supported classrooms. The investigation demonstrated that in-service mathematics teachers teaching in a technology-supported classroom and in a non-technology-supported…

Handwritten tasks are better suited than digital ones to assess higher-order mathematics skills, as students can express themselves more freely. However, maintaining reliability and providing feedback can be challenging when assessing high-stakes, handwritten mathematics exams involving multiple assessors. This paper discusses a new semi-automated…