Functional thinking has long been recognized as a crucial entry point into algebraic thinking in elementary school. This mixed-method study investigates the learning progression for elementary students' functional thinking within the context of routine classroom instruction. Drawing on the existing research, a theoretical framework was constructed…

The paper focuses exclusively on the famous geometry lesson given by Socrates to the slave-boy in Plato's Meno, providing an in-depth analysis that emphasizes the pedagogical aspects of the lesson. This approach allows for an examination of the lesson that teachers, educators and students alike--regardless of their interest in the philosophical…

A growing number of teaching materials invite students to discuss the complex mathematical, contextual and social aspects of data visualizations. Orchestrating such discussions can be difficult, as this requires teachers to balance a variety of learning goals and student perspectives. This paper examines how teachers interact with data…

The goal of this study is to show a novel way of using large-scale data (N = 6203) to identify pupils' strategies when solving missing value number equations. It is based on the assumption that wrong numerical results appearing more frequently than would be the case if they were consequences of random guessing can be expected to be underlain by a…

Research over the past 20 years has suggested that our intuitive sense of number--the Approximate Number System (ANS)--is associated with individual differences in symbolic math performance. The mechanism supporting this relationship, however, remains unknown. Here, we test whether the ANS contributes to how well adult observers judge the…

How would students feel when learning through the use of mathematical modeling? On investigation, this article reveals that students felt better prepared for assessments, learned valuable life skills, and saw the relevance of mathematics to their lives outside of the classroom.

This study examined the learning of Pi (p) numbers in elementary school mathematics. This research was conducted by employing case study method containing a single case concerning the Pi (p) numbers. A total of 432 preservice teachers participated in the study from the academic year of 2019-2020. This research employed observation, interview, and…

To support productive struggle, prospective secondary mathematics teachers (PTs) need to elicit and respond to students' mathematical ideas in ways that focus on those ideas and that position students to build on those ideas. Using the Teacher Response Coding framework (Van Zoest et al., 2021) we analyzed PTs' responses in three rehearsals of…

The purpose of this study was to investigate the gender differences in students' attitude toward mathematics and how attitude impacts achievement in the course. The sample consisted of 172 undergraduate health science students (123 women, 49 men) enrolled in mathematics courses at a University in the Midwestern United States. Data were collected…

Mathematics anxiety can be a debilitating experience, and research shows that elementary-level preservice teachers experience high levels of mathematics anxiety. Current shifts in mathematics education from a procedural focus to a conceptual focus may exacerbate these high anxiety levels. The research reported in this study explored how preservice…

Community college systems across the US have impacted the higher education goals and purposes in American education in profound ways. The mission of the community college is often seen as an opportunity for underprepared students to earn a degree or obtain a certification. The National Center for Educational Statistics (2014) reported that 60% of…

Promoting engagement is crucial for encouraging student participation, interest, and learning in mathematics. Student engagement has been conceptualized as interrelated types comprising behavioural, emotional, and cognitive characteristics. Cognitive engagement, our focus in this paper, relates to students' psychological investment in learning and…

Prior research has shown that brief motivation interventions, such as interventions targeting students' perceptions concerning relevance of the learning material, can have long-lasting effects on students' motivation and performance. However, the educational contexts in which these interventions have been implemented have their own motivational…

The purpose of this study was to evaluate the population invariance of equating functions across country subgroups in TIMSS 2015 mathematics tests in relation to the raw-score distribution, DIF, and DTF. We used equipercentile and IRT observed-score equating methods. The results of the study indicate that there is a relationship between the…

The question of grouping students into homogeneous and heterogeneous groups is not new, but it does not find an unambiguous answer in the literature, especially in mathematics. In this paper, we address the question of whether grouping students into homogeneous and heterogeneous groups in mathematics improves their knowledge. The quasi-experiment…