"Can we do math instead of watching the movie?"--Kindergartener. A student did ask that question. A whole class enthusiastically did math instead of watching the movie (Cardinale, 2019). Where? In a public school in Lodi, New Jersey, where kindergarteners learned how to think like mathematicians: in numbers, symbols, and patterns (DiLeo…

This mixed-methods study examines the impact of a 2-year/30-credit certificate program in elementary mathematics pedagogy on teacher capacity for teaching mathematics in grades K-8. An online survey with open-ended questions and follow-up teacher interviews generated data for analysis and program review. The goals of the review were to determine…

The purpose of this research is to examine the effects of formative assessment practices on students' academic achievement, attitudes towards mathematics, and to investigate their views on formative assessment practices. A 12-week quasi-experimental research design was adopted in the research. The research group consisted of 51 students in the…

The overarching goal of this research project is to develop a set of theoretical and empirical based design principles to support student engagement in flipped mathematics learning. We used a design-based research approach in which a series of studies was conducted in a secondary school. First, an analysis of practical problems was performed via…

While curricular change often begins with a new textbook, its eventual enactment in the hands of individual teachers depends on their orientation towards the curriculum and its representation in the textbook. Studying this teacher-textbook relationship is crucial for understanding how curricular reform intended by textbook designers is likely to…

Students need to create mental models for different types of addition and subtraction situations in order to develop a broad and viable understanding of these operations. Although most students succeed when changing or combining sets, situations that demand a quantitative comparison of sets seem considerably more difficult in the first school…

This study analysed how preschool teachers differently enacted the same mathematical activity for preschool children to discern numbers, and how this affected the children's learning opportunities during the activity. The analysis was based on variation theory and Chi's taxonomy of learning activities. Two Swedish preschool teachers' enactment of…

In this paper, we focus on two particularly problematic concepts in teaching mathematics: the complex unit i and angles. These concepts are naturally linked via De Moivre's theorem but are independently misused in numerous contexts. We present definitions, notations, and ways of speaking about these terms from mathematics education that are not…

After a brief overview of the Austrian education system, the teacher education system is reviewed in sections. The differences before and after 2015, when significant changes were enacted, is highlighted. Central to the pedagogical changes was the influence of Hans Werner Heymann.

The purpose of this study is to analyze the relationships between the flow states and undergraduate attitudes' towards math and engagement in a mathematics course in an education faculty. The results showed that the more positive attitudes the students had towards mathematics courses, the more flow they experienced and the less anxiety they had in…

Many mathematics teachers and students are familiar with the typical "box problem." In this type of problem, one takes a rectangular (or a square) sheet of paper and cuts out four squares from the four corners of the sheet and then folds the four strips up to form a box. Math problems like this are seen in middle school, high school,…

Two potentially impactful conceptions of mathematics and mathematics teaching, teachers' implicit theories (i.e., mindset) toward intelligence and mathematical ability, have not been well examined in the literature. This study established baseline characteristics for these constructs across grades K-12 teachers through a survey of background and…

In this paper, I investigate whether two-stage exams aid learning in undergraduate mathematics, as measured by students' performance on subsequent exams. In a two-stage exam, students complete the exam individually then form into groups to solve it again, with grades based on a combination of the two stages. Previous research in other disciplines…

This article examines research methodologies for classroom-based research in light of the complementary ideas of Freire and Habermas. After reflecting on classroom-based participatory action research in a secondary mathematics classroom, I discuss the suitability of critical participatory action research in critical mathematics education. Critical…

The terms conceptual knowledge and procedural knowledge are often used by teachers and never more so than when discussing how teachers teach, and children learn mathematics. This paper will look at literature regarding conceptual and procedural knowledge and their place in the classroom, to offer teachers and teacher educators' advice on some of…