We demonstrate the power of Variation Theory as an analytical tool used to understand the underlying conceptual structure of mathematics lessons taught by English primary school teachers. We study excerpts of three lessons that are posted on a professional website. We show how lesson analysis using variation allows us to focus on what is made…

Despite decades of equity- and inclusion-oriented discourse and reform in mathematics education, Black learners in the U.S. continue to experience dehumanizing and violent forms of mathematics education. I suggest that equity for Black learners in mathematics education is a delusion rooted in the fictions of white imaginaries, contingent on…

The first aim of the study was to develop a valid and reliable scale to measure attitudes of middle-school students towards the use of technology in mathematics lessons and then, to examine elementary students' attitudes towards the use of technology in mathematics lesson. The study further aimed to investigate gender differences in attitudes…

Argumentation, as a kind of classroom discourse, is beneficial for establishing mathematical knowledge taking place in classroom conversations. It can enhance learners' development of subject matter knowledge. Hence, this case study was designed to examine the effect of argumentations on developing subject matter knowledge in detail in…

Our students experience difficulties in working on non-routine mathematical problems. They cannot see the general through special things or instead see things that are special through common things when dealing with mathematical concepts and examples. They cannot see the essential features of the way or recognize it when presented in various…

This study is a series of Didactical Design Research in prospective analysis stage to comprehensively identify some obstacles in learning negative integer in order to capture how the learning process used by teachers and how the impact on students in understanding the concept of negative numbers. This research is a case study administered to…

Improving student performance in mathematics is reinforced through the use of effective teaching practices. One such practice, the math workshop approach, is a rigorous, student-centered way to teach mathematics that fosters inquiry among a community of learners. The purpose of the present study was to explore the perspectives of mathematics…

Babies and infants love mathematics. Give babies a set of blocks, and they will build and order them, fascinated by the ways the edges line up. Children will look up at the sky and be delighted by the V formations in which birds fly. Count a set of objects with a young child and then move the objects and count them again, and they will be…

Currently there are few pedagogical models available for mathematics teachers who are interested in digital game-based learning. The Play Curricular-activity Reflection and Discussion (PCaRD) model attempts to address this, but lacks the needed exploratory research on its implementation within formal mathematics classrooms. Through the use of…

Unlike previous research on participation in mathematics classrooms that focuses on the teacher's role eliciting student talk, the purpose of this dissertation is to study the interactive process through which a teacher connected her reflection and practice, fostering transformations in the culture of participation in a third-grade Spanish…

Competence with fractions is foundational to acquiring more advanced mathematical skills. However, achieving competency with fractions is challenging for many students, especially for those with mathematics learning difficulties who often lack foundational skill with whole numbers. Teaching fractions is also challenging for many teachers as they…

A student's ability to regulate their thoughts, emotions and behaviors in the face of temptation is linked to their task specific motivational goals and dispositions. Behavioral tasks are designed to strain a targeted resource to differentiate individuals through measures of their performance. In this paper, we explore how student behavior on…

This study utilizes Positioning Theory as a lens to analyze interactions between a teacher and her students. Using those interactions, this study seeks to better catalog and understand pervasive storylines in one teacher's secondary mathematics classroom as well as the intertwined positions of teacher and students within those storylines.…

Language and communication are a core aspect of teaching and learning in mathematics, and teacher dialogue is central to this. As part of a larger project that explores how mathematics classroom language is impacted by standardised testing, this paper explores how two teachers use language in "redirecting," "progressing," and…

The paper presents a systematic review synthesising and evaluating literature that focuses on developing a conceptual understanding of shapes and their representations. It maps out literature from 2010-2018 targeting students (5-13 years) based on a set of inclusion and exclusion criteria. The analysis revealed that studies fail to take account of…