Multiple representations can enhance students' understanding of mathematical concepts and complex information but can also pose well-documented challenges for students. Whereas instructional designs have been optimized to support students' "learning" with multiple representations, little is known about supportive "teaching"…

An important topic of study in secondary mathematics is non-linear functions, including quadratic equations. In this study, findings from 25 Year 11 students indicated that difficulties with critical prerequisite concepts such as algebraic conventions impeded students' success in understanding and working with quadratics. Analysis of student…

Previous research has highlighted the importance of social relationships in mathematical group work while working on modelling activities. This study analyses the interaction of sixth-grade students in Primary Education (11 to 12 years old) carrying out a modelling task in groups with a Fermi problem used as the modelling activity. The focus of…

In learning mathematics in the 21st century and after the COVID-19 pandemic, a multimodal role in the process of drawing conclusions involving mathematical symbols or signs is very much needed. This process is called multimodal semiotic reasoning. This research aims to study the literature on multimodal semiotic reasoning research articles. Until…

When analyzing instructional quality in mathematics, observational measures can consider domain-specific instructional approaches (e.g., effective teaching of mathematics) and content-focused practices (e.g., effective teaching of a specific mathematical topic). In this study, we analyze lesson videos from secondary algebra classrooms using two…

The teacher's use of representations is a crucial aspect of instructional quality in mathematics education, given their pivotal role in facilitating mathematics learning. However, in our international research community, perspectives on what constitutes high-quality use of representations may vary. This cross-cultural study aims to explore whether…

Mathematics instruction is not race or culture neutral. For students who have been historically marginalized in mathematics classrooms, high-quality mathematics instruction, instruction that helps students build conceptual understanding, on its own might not be enough to disrupt inequities. These students might also need instruction that is…

In this article, we explored Grade 11 learners' algebraic and geometric connections when solving Euclidean geometry riders. A qualitative interpretive case study design was followed. Thirty Grade 11 learners from a non-fee-paying secondary school in the Capricorn North district of South Africa were conveniently sampled to participate in this…

Considering the content of history of mathematics textbooks, it's evident that their emphasis is primarily on the illustrative aspects of recurring numerical sequences, with a particular focus on the Fibonacci sequence. Unfortunately, this limited approach results in the neglect of other sequences akin to the Fibonacci numbers, thus rendering the…

Background: South African teachers' mathematical knowledge for teaching and number sense are markedly low, evidenced in national and international research. There is a call for supporting teachers in developing their knowledge and confidence in teaching mathematics. Aim: The aim of this article is to share how pre-service teachers (PSTs) used the…

In this conceptual article, we argue for the need to examine power relations in continuous improvement (CI) in education. Specifically, we contend that examining power in CI requires an examination of practices that constitute the work of CI. Drawing on practice theory, we conceptualize practice and power and use these constructs to examine a CI…

This paper focuses on in-service teacher education as a crucial agent in driving educational paradigm shifts for the teaching and learning of mathematical modelling. Our paper presents empirical research based on two case studies, examining training courses for in-service secondary school mathematics teachers. The first course integrates different…

Gifted students' often go unchallenged in the classroom, and this lack of tailored instruction can lead to decreased motivation, which, in turn, influences underachievement, which is a significant concern since these children, theoretically, should be our highest achievers. This 4-week (i.e., eight instructional days) semi-randomized,…

The debate between cooperative group learning and individual instruction has long been a focal point in educational discourse. This research study explored these two instructional methodologies' comparative efficacy and benefits in fostering learning outcomes and skill development. This research study was conducted using fifth-grade classes from…

This study investigates the application of the fuzzy logic method for scoring open-ended items, specifically comparing its effectiveness against traditional scoring methods. Utilizing the fuzzy TOPSIS method within the mathematics domain, this research established seven criteria for evaluating open-ended responses, developed in consultation with…