Drawing on Bourdieu's theory of social and cultural reproduction, this article utilizes the conceptual tools of habitus and cultural capital to examine intergenerational inequalities in attitudes towards mathematics and mathematics learning in three secondary schools in England. Data from 1079 students aged 14-16 included mathematics achievement,…

Designers of critical mathematics instruction have documented difficulties in simultaneously fostering the development of critical consciousness while supporting students in developing understandings of new mathematics. However, confining justice-oriented tasks to applications of previously learned mathematics limits the degree to which these…

The process of assessing students is a fundamental part of teaching and learning mathematics. The assessment practices a teacher chooses are shaped by their values while also being shaped by the context of the school, district, state, and country where the teaching takes place. This can result in gaps between teachers' values and practices. In…

This paper examines the possibilities of designing a formative assessment that gathers information about novice elementary teachers' skills with modeling content and makes sense of such information. A decomposition of the practice of modeling content was developed and used to design the assessment. Participants included ten first-year teachers who…

Literature typically describes mathematization, the process of transforming a real-world situation into a mathematical model, in terms of desirable actions and behaviors students exhibit. We attended to STEM undergraduate students' quantitative reasoning as they derived equations. Analysis of the meanings they held for arithmetic operations (+, -,…

As a field, we have a limited understanding of what teachers do, what motivates them, and how they learn (Kennedy, 2016). Here, we develop a grounded framework of inquiry-based teaching in mathematics classrooms by beginning with primary evidence of teachers teaching. We seek to articulate an evidence-based account of teachers' functional (rather…

The number line is a model that is used to measure, count, order and even operate, which requires a symbolic interpretation. Then, we investigate the conceptions of 72 in service secondary teachers, when they manage the model of the number line associated with order, spatial location and the relative position between numbers and marks. In a…

Asynchronous, online mathematics teacher professional development (PD) was designed to align with research on teacher professional learning as well as to support Communities of Inquiry (e.g., Garrison et al., 2000). The intervention included two actively facilitated formats and a structured independent condition, where facilitation was integrated…

During the past two years, the COVID-19 pandemic has forced teachers to shift their instruction online, further exacerbating the challenges for teachers in orchestrating rich mathematics discussions. To tackle this issue, this study explored an approach that integrates online video-sharing culture (e.g., YouTube) into mathematical practices.…

This paper emerges from a broader study that investigated the strategies employed by teachers to continue mathematics teaching and learning during South Africa's COVID-19 lockdowns and through subsequent phased and partial re-opening of schools. In this paper, we focus on teacher views of the role of parents in these efforts gathered through two…

The current study explores how teachers report using enabling and extending prompts when teaching with sequences of challenging mathematical tasks. Twenty-nine early years primary school teachers completed a questionnaire following their participation in a professional learning project. Findings suggest that teachers': view prompts as important…

Using robot programming activities for learning in the classroom is one way to drive interest and engagement in the STEM field among students, especially girls. And this is afield that is particularly characterized by an underrepresentation of women. Accordingly, many countries are increasingly integrating activities related to computer science…

Central elements of adaptive expertise in arithmetic problem solving are flexibility, using multiple strategies, and adaptivity, selecting the optimal strategy. Research shows that the strategies children actually use do not fully reflect the strategies they know: there is hidden potential. In the current study a sample of 147 third graders from…

Objective: The study investigates first-year teacher education students' self-directed learning through Computer-Aided Mathematics Instruction (CAMI). Methods: A total of 230 first-year mathematics teachers specialising in Further Education and Training (FET) phase teaching participated in the study, where responses from 50 student teachers were…

The integration of mathematics and science in teaching facilitates student learning, engagement, motivation, problem-solving, critical thinking, and real-life application. Although curriculum integration is theoretically desirable for many educators, what to integrate and how to integrate are often the big questions facing teachers working within…