"Catalyzing Change in High School Mathematics: Initiating Critical Conversations" identifies and addresses critical challenges in high school mathematics to ensure that each and every student has the mathematical experiences necessary for his or her future personal and professional success. These challenges include: (1) explicitly…

Teaching geometry courses for preservice elementary teachers, we observed that difficulty with classifying shapes (and, in particular, composite 3-D shapes) persists even after work with simple shapes to support the writing of accurate and unambiguous definitions. We conducted a self-study of our teaching of 3-D concepts to uncover the concept…

In this paper, we address the variety of ways in which students conceive of binary operations and the metaphors they might leverage when working with binary operations in group theory. We use open-ended surveys paired with interviews to qualitatively explore student's conceptions of binary operation. Through this analysis, we identified three…

In an increasingly connected world, a higher demand exists for global (citizenship) education in all disciplines, including mathematics. Although researchers in "Teaching Mathematics for Social Justice" (TMfSJ) have not ignored the need for a critical use of mathematics in society and culture, a primary goal of this work is to promote…

Background: Despite intense national focus on the positive impact of tutoring, there is little empirical evidence on how best to train tutors. This is particularly pertinent given that tutors could serve as a potential pipeline into teaching. Objective: This mixed-methods study explores the implementation of modules about developing knowledge for…

Mathematic connection is one of the basic abilities someone must have in order to learn mathematic successfully. Mathematic connection helps someone to understand the function of mathematics, improving mathematic concept, determining the correlation among mathematic concepts, and identifying the application of mathematic in the surrounding…

We conducted a comprehensive synthesis of computer-assisted instruction (CAI) research that aimed to facilitate the learning of mathematical word problem solving involving elementary and secondary school students with learning disabilities or difficulties in mathematics. We examined a total of 13 studies under the four instructional categories:…

Students with special educational needs (SEN) are systematically hindered in their participation in test-taking and, as a result, are also excluded from participating in high-quality learning. Hence, participation in the assessment situation is connected to power relations and future prospects and possibilities to participate in society. This…

Finite Mathematics has become an enormously rich and productive area of contemporary mathematical biology. Fortunately, educators have developed educational modules based upon many of the models that have used Finite Mathematics in mathematical biology research. A sufficient variety of computer modules that employ graph theory (phylogenetic trees,…

In this paper we examine how facilitators' prior experiences as mathematics teachers frame their work when facilitating a practice-based professional development (PD) for the first time. We focus on the experiences of a novice facilitator of StoryCircles, a professional learning process in which teachers collectively script and visualize a…

Background. This article describes the redesign, implementation, and students' experiences with an elementary mathematics teaching methods course in the Pacific Northwest of the United States that was forced online due to COVID-19 restrictions. We share course design principles, changes to reflect online teaching, and students' experiences of…

How do teachers account for homework-related inequalities? Our longitudinal ethnographic study reveals that, despite awareness of structural inequalities in their students' lives, elementary- and middle-school teachers' practices centered the myth of meritocracy. They treat struggles with math homework as products of students' and (particularly in…

There is a need to strengthen the theory-practice connection, particularly for early-career mathematics teachers, through effective professional development (PD) programs that integrate theory and research with the implementation of classroom practices. The current study investigates the effect of the online coaching component a hybrid…

The Cognitive Acceleration (or Let's Think) approach to mathematics teaching is a Piagetian programme drawing on Vygotsky's research, developed at King's College London over 30 years ago, along with its associated professional development (PD) programme. This project sought to replicate the original studies conducted 10-15 years earlier and before…

Due to the fact that the pandemic process did not occur in a predictable time frame, various difficulties have arisen in the field of education. This is also true in mathematics education, and concretization has been one of the biggest obstacles. This situation paved the way for concept learning errors that may occur in students. There are some…