How people see the world, even how they research it, is influenced by beliefs. Some beliefs are conscious and the result of research, or at least amenable to research. Others are largely invisible. They may feel like "common knowledge" (though myth, not knowledge), unrecognized premises that are part of the surrounding culture. As we…

As a component of the ongoing development of the mathematics curriculum in China, we compare the country's high school mathematics textbooks with those of several other countries. We base our analysis on the assumption that textbooks, as primary printed teaching resources, are key tools for interpreting educational policy. In this paper, we…

In this mixed method study we investigate the impact of recorded lectures on passing rates in an online math course. For three years, we collected data from approximately 380 students enrolled in a first-year undergraduate online course, College Algebra. The data was used to compare the amount of time students spent watching recorded lectures and…

The purpose of this non-experimental, cross-sectional, correlational study was to examine the influence, if any, of mathematical-instructional minutes on academic achievement as measured by the 2014 New Jersey Assessment of Skills and Knowledge (NJ ASK) 6, 7, and 8 mathematics scores. Additionally, the study accounted for other factors that…

One of the major issues that continues to be addressed in mathematics and mathematics education concerns the significance that technology plays and its impact on learning for mathematics students. This study researched the narrative between technology and interaction in an online class by understanding how online students make sense of mathematics…

In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for…

Community college leaders have spent years trying to improve success rates for students in developmental mathematics (DM) courses, but with little progress. This quantitative study, using a pre-experimental static-group research design, examined if a change in a community college district's policy and practices for student placement into DM…

This paper examines the implementation of an instructional module on Preservice Elementary Teachers' (PSETs) professional noticing of children's mathematical thinking as defined by Jacobs, Lamb, and Philipp (2010). The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video…

Secondary mathematics teachers are frequently required to take a large number of mathematics courses -- including advanced mathematics courses such as abstract algebra -- as part of their initial teacher preparation program and/or their continuing professional development. The content areas of advanced and secondary mathematics are closely…

Linear algebra is one of the first abstract mathematics courses that students encounter at university. Research shows that many students find the dense presentation of definitions, theorems and proofs difficult to comprehend. Using a case study approach, we report on a teaching intervention based on Tall's three worlds (embodied, symbolic and…

Low success rates in developmental mathematics courses have caused a growing concern for many institutions including moderately selective four-year universities. As a result, institutions have adopted various course redesign models, such as the emporium and replacement models, which take advantage of interactive online learning tools. Though these…

Comparison is a fundamental cognitive process that can support learning in a variety of domains, including mathematics. The current paper aims to summarize empirical findings that support recommendations on using comparison of multiple strategies in mathematics classrooms. We report the results of our classroom-based research on using comparison…

Why are math modeling problems the source of such frustration for students and teachers? The conceptual understanding that students have when engaging with a math modeling problem varies greatly. They need opportunities to make their own assumptions and design the mathematics to fit these assumptions (CCSSI 2010). Making these assumptions is part…

A new transition course centered on complex topics would help in revitalizing complex analysis in two ways: first, provide early exposure to complex functions, sparking greater interest in the complex analysis course; second, create extra time in the complex analysis course by eliminating the "complex precalculus" part of the course. In…

The purpose of this study is to investigate the development of relational thinking skill, which is an important component of the transition from arithmetic to algebra, of 5th grade students. In the study, the qualitative research method of teaching experiment was used. The research data were collected from six secondary school 5th grade students…