This project reviewed the state of the research drawing from articles published from 1990 to 2014 (25 years) with elementary prospective teachers (EPTs) as participants, who were completing university courses focused on mathematics content. Twenty-four studies met the inclusion criteria for the review. Of these studies, 11 examined noncognitive…

Promoting an understanding of multiplication of fractions has proved difficult for mathematics educators. I discuss a research study aimed at developing a concept of multiplication that supports both multiplication of whole numbers and multiplication of fractions. The study demonstrates how domain-specific theories grounded in two major…

Mathematics education researchers have long pursued--and many still pursue--an ideal instructional model for operations on integers. In this chapter, I argue that such a pursuit may be futile. Additionally, I highlight that ideas of relativity have been overlooked; and, I contend that current uses of translation within current integer…

The purpose of this research is to evaluate the application methodology of blended learning technology in mathematics education, with the views of teachers. In this study, the case study method, which is one of the qualitative research methods, was used. A total of 80 mathematics teachers working in various high schools in Nur Sultan city of…

To facilitate people using mathematical reasoning to compare risks associated with the COVID-19 pandemic, the National Science Foundation (NSF) funded the COViD-TASER (Creation of Visualizations of Data: The Application of STEM Education Research) research team to create the COVID-19 Relative Risk Tool (RRT). The RRT uses an interactive bar chart…

Quadratic modeling problems are commonplace in high school mathematics courses; they typically situate quadratic patterns of change and their corresponding parabolic graph within real-world contexts. Traditional approaches to this type of problem lend themselves to making connections across different representations (e.g., Garofalo and Trinter…

Mathematics teachers' knowledge for teaching mathematics has been broadly studied in recent years, and many theoretical frameworks and instruments have been created to measure and improve knowledge and competencies to teach mathematics. The knowledge gained from these studies has been crucial in understanding and determining what mathematics…

Research using the Anthropological Theory of the Didactic suggests different models of how student learning may evolve in the progression of undergraduate mathematics coursework: from elementary courses in Calculus to more advanced courses in Analysis. An ideal model suggests that the theory-driven learning in the latter serves as a natural…

In the research reported in this paper, using a modified version of the interconnected model of teacher professional growth (IMTPG) proposed by Clarke and Hollingsworth (Teaching Teacher Educ 18:947-967, 2002), we aimed to understand the learning dynamics in a lesson study of a group of five teachers of grades 5-6, during their work around…

Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often, conceptual knowledge by means of exploratory tasks. However, both types of knowledge are needed for complete domain knowledge that persists over time and supports subsequent learning. We investigated in two…

Programming activities have the potential to provide a rich context for exploring measurement units in early elementary mathematics. This study examines how a small group of young children (ages 5-6) express their emergent conception of a dynamic linear unit and the measurement concepts they found challenging. Video of an introductory programming…

The purposes of the research were: (1) to study the problems of internship of teachers in teaching mathematics programs; and (2) to compare the problems internship of teachers regarding the classes and educational level. Mixed method research was employed for the study. Quantitative data from 242 sample teachers and interview data from 12…

Teachers' noticing of classroom activity shapes who is invited to participate, who is valued, and whose forms of knowing are included in mathematics classrooms. We introduce a framework for multidimensional noticing for equity that captures the stretch and expanse of teachers' attention and sense making of the local, sociocultural, and historical…

Preschoolers can learn mathematics from opportunities throughout their day, such as through play and storybook readings (Clements & Sarama, 2007; Green et al., 2018; Hassinger-Das et al., 2018). In fact, the early years are an advantageous time to introduce children to formal mathematical operations, as preschoolers often have a spontaneous…

The world is facing severe global challenges such as climate change, food security, rising migration, social justice, or the current corona crisis. In these times, citizenship education seems more important than ever. How can this citizenship education relate to mathematics and science learning? The research project MaSDiV (Supporting mathematics…