This paper aims to understand how primary students use gestures to solve partition tasks and to what extent these gestures may promote fraction understanding. Analysis of six selected students' answers to partitioning tasks, classroom observation, and post-lesson interviews indicates that co-thought representational gestures play a critical role.…

Research has shown that teaching mathematics through problem posing, or problem-posing based learning (P-PBL), is a student-centered instructional approach that can improve students' cognitive and affective aspects of learning. However, since textbooks continue to include very few opportunities for problem posing, researchers have been working to…

Experienced P-12 teachers play a crucial role in the learning of preservice mathematics teachers, though the preparation provided them can be inconsistent or even lacking. In this paper, we share two case studies of secondary mathematics teachers serving as mentor teachers as they engage in a professional development experience designed to shift…

Each level on van Hiele's model has its characteristics, such as terminology, concept, and reasoning strategies. This study attempts to reveal epistemological obstacles on all van Hiele's levels of geometric thinking in the topic of geometric transformation. Thus, a student could overcome the epistemological obstacles in transformation geometry…

Even though K-12 mathematics educators have embraced the role of graphing calculators and computers, student use of technology in tertiary mathematics has been slow to implement in the USA context. Enter March 2020, a global health crisis, and the shift to online and remote learning. The immediate and dramatic cessation of in-person modes of…

Student achievement in learning mathematics is considerably low in Indonesia. This study aims to discuss factors affecting learning achievements in mathematics in Indonesia, including direct and indirect influences, such as students' perception of teacher competence, learning anxiety, problem-solving ability, learning motivation, and mathematical…

This study examined characteristics of problem posing and its relationship with the teaching experience of elementary school mathematics teachers from ethnic minority areas in the Southwest of China. Eighty-one (N = 81) elementary school mathematics teachers responded to a task-based questionnaire and posed mathematical problems based on given…

Realistic Mathematics Education (RME) has gained popularity worldwide to teach mathematics using real-world problems. This study investigates the effectiveness of elliptic topics taught to 10th graders in a Vietnamese high school and students' attitudes toward learning. The RME model was used to guide 45 students in an experimental class, while…

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,…

Math curriculum-based measurement (CBM) is an essential tool for multi-tiered systems of support decision making, but the reliability of math CBMs has received little research, particularly using more rigorous methods such as generalizability (G) theory. Math CBM is historically organized into two domains: mastery measures and general outcome…

Learning mathematics is as much about developing relationships with mathematics as the development of mathematics concepts and skills. Mathematics clubs usually support learners to develop relationships with mathematics through engaging with challenging mathematics problems, exploring mathematical ideas, and communicating and sharing their ideas.…

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…

The purpose of this meta-analysis is to examine the effect of problem-posing on students' mathematical academic outcomes, including problem-solving skills, problem-posing skills, mathematical dispositions, and mathematics achievement. Twenty-one studies that were published between 1990 and 2019 with problem-posing as the intervention were included…

In this study we investigated pre-service teachers' (PSTs) proportional reasoning and how they interpret their calculations in proportional tasks. We administered a written questionnaire to 199 PSTs and used an inductive content analysis approach for data analysis. We found that one item, in which PSTs were asked to interpret the meaning of the…

After some studies on students with Down syndrome (DS) who learned algebra and problem solving and few single case studies on analytic geometry, here the experience on analytic geometry was extended to 6 adolescents with DS, who attended mainstream schools. They were taught individually in the afternoon, one day per week, for 9 months by the same…