Mathematical learning is an integral part of early childhood education (ECE). In Aotearoa New Zealand there is a range of valuable curriculum resources including "Te Kakano," a "living, evolving" framework of purposeful activities, to assist teachers to notice and respond to mathematics learning. This article aims to contribute…

Visualising positive and negative numbers on a number line is helpful for exploring problems involving operations with positive and negative numbers. This is because number lines lend themselves to exploring problems involving continuous linear contexts such as travelling distances and temperature. Teachers in a professional development program…

An important goal in school algebra is to help students notice the covariational nature of functional relationships, how the values of variables change in relation to each other. This study explored 102 Year 7 (12 to 13-year-old) students' covariational reasoning with their constructed graphs for figural growing patterns they had generalised. A…

The purpose of these notes is to generalize and extend a challenging geometry problem from a mathematics competition. The notes also contain solution sketches pertaining to the problems discussed.

The aim of this study is to determine the mistakes made by secondary school mathematics teachers in the operation priority (Order-of-Operations) and to offer solutions to these problems. The research, which is conducted during 2018-2019 academic year in the central district of Elazig and is limited to fifteen mathematics teachers who had different…

Previous research has found that prospective elementary teachers hold beliefs about mathematics that potentially hinder learning, sometimes called "math myths." However, since these research studies were conducted, mathematics education and teacher education in the United States has changed, so more recent work is needed. This historical…

Algebraic competence is a major determinant of college access and career prospects, and equal sign knowledge is taken to be foundational to algebra knowledge. However, few studies have documented a causal effect of early equal sign knowledge on later algebra skill. This study assessed whether second-grade students' equal sign knowledge…

This paper reports the results of three questionnaires applied to sixty-seven students preparing to become university-level mathematics teachers; the questionnaires were focused on knowing their conceptions and their mastery of the representations of functions in the development of power series. The theoretical and methodological background rests…

Persistent inequities in mathematics teaching and learning for specific groups of learners are a key challenge for researchers and educators. The use of ability grouping has been common practice in New Zealand mathematics classrooms. However, many researchers (e.g. Boaler and Wiliam 2001; Zevenbergen in 2003) highlight the negative effects of…

We explore student performance on True-False assessments with statements in the conditional form "If P then Q" in order to better understand how students process conditional logic and to see whether logical misconceptions impede students' ability to demonstrate mathematical knowledge. We administered an online assessment to a population…

We present a validation study of fifteen new math anxiety scale items designed to augment the widely-used Revised Mathematics Anxiety Scale (RMARS). While the RMARS and other standard instruments measure students' anxiety in response to computation, test situations, and math course activities such as buying a textbook or watching a lecture, the…

Some views of elementary teacher preparation may include the idea that undergraduate mathematics courses are useful or even crucial for prospective teachers to have. This study sought to identify teacher candidates with mathematics degrees, in order to study their mathematical preparation. The identified prospective teachers were studied to…

What mathematical knowledge is required for teaching has been researched by many, with Ball et al. (J Teach Educ 59(5):389-407, 2008) and their practice-based theory of mathematical knowledge for teaching (MKT) primary among them. However, what is required in terms of mathematical knowledge for teacher educator training has been researched much…

This paper reports an ongoing effort to address the problem of instructional capacity for high school geometry from a systems improvement perspective. In an effort to understand the system that contains the high school geometry instructional capacity problem, we identified key stakeholders and conducted preliminary interviews to learn about the…

The document presents a set of categories for the analysis of the conceptualization of the congruence of polygons--a central theme in school mathematics--and details the application of the analytical tools used, derived from Grounded Theory, in this construction. This set of categories is called 'Interpretive Model of the Conceptualization of…