Teaching diverse student populations effectively requires implementing thoughtfully planned and flexible rich tasks and understanding a community's strengths so students can make meaningful connections to mathematics. Using a culturally relevant teaching approach can develop appropriate geometry vocabulary to support students in articulating their…

Digital simulations are powerful instructional tools for physics education. They are often designed to visualize canonical physical phenomena, with adjustable parameters for influencing the system. While this is sufficient for developing conceptual and qualitative intuitions, it does little to help physics students build connections between…

Mathematical concepts have been a consensus goal for decades, yet there is little consensus on what is meant by the terms "mathematical concept" and "mathematical understanding." This article attempts to discuss these terms in a way that can be of practical use to teachers. Greater clarity on "mathematical concept"…

Scholars have long documented the positive influence of students' sense of belonging on their achievement and retention; however, the variation in students' sense of belonging has been underexplored. This paper extends previous research examining the effects of student-level characteristics (e.g., student achievement, learning attitude, experience…

The present study compared Japanese and U.S. preschool children's knowledge of geometric shapes. The main goal was to explore if differences in shape-naming conventions in Japanese and English could explain differences in children's understanding of geometric shapes. In ancient Chinese-based languages (e.g., Japanese), all standard 2D shapes…

The purpose of this study is to determine the opinions and self-efficacy beliefs of middle school students towards mathematical connections before and after the process in a learning environment prepared in the context of connections with different disciplines and including modeling tasks. An embedded experimental mixed method design was used in…

This study explores preschool teachers' perspectives on their knowledge, awareness, and interest in Visual, Auditory, and Kinesthetic (VAK) learning styles within the context of teaching pre-number skills. This study uses a qualitative approach, by involving a total of 6 preschool teachers from Melaka to be interviewed to obtain an in-depth…

In Eastern cultures, teaching is challenging due to students' increasing needs for autonomy and refusal to be controlled in traditional ways. Understanding the relationship between autonomy-supportive practices and students' learning outcome is essential for assisting teachers to create supportive learning environment to satisfy the needs for…

The authors wondered if there was a way to support their reluctant Grades 4, 5, and 6 students in contributing their starting points and strategies and advancing their collective knowledge. They wanted to ensure that the students had the space to develop and take ownership of the strategies they produced through a visual representation of ideas…

Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers--working with students at the intersections of…

Researchers agree that both domain-general skills and domain-specific skills contribute to mathematics knowledge, but questions arise as to which skills can and should be trained to improve children's learning outcomes. In this article, we synthesize research on training three domain-general constructs in early childhood (patterning skills,…

Co-teaching is described as the pairing of a general education teacher and a special education teacher in the general education classroom for the shared instruction of students with and without disabilities. Many teachers struggle to form unified partnerships, especially in mathematics classrooms. The MathMATES project was developed to address a…

The results of total testing from the years 2015-2022 on the mathematical and verbal achievement of Lithuanian pupils (N [approximately equal to] 250,000) are presented. These are the standardised tests from grades 4 to 12. The K-Means method has discovered six types of achievement. The highest achievement type is dominated by girls (61.1%) who…

The purpose of this study was to investigate the effect of preservice teachers' identity on TPACK regarding the mediating roles of mathematics teaching competency, teacher belief, and technostress across grade levels. A total of 926 preservice mathematics teachers participated in the study. We used structural equation modeling to determine and…

Teachers, examiners and assessment experts know from experience that some candidates annotate exam questions. "Annotation" includes anything the candidate writes or draws outside of the designated response space, such as underlining, jotting, circling, sketching and calculating. Annotations are of interest because they may evidence…