Describing mathematics classroom teaching and learning is part of a professional expertise. Comparing 'our distinct stories' and 'our professional languages' about teaching and learning in mathematics classes around the world, reveals cultural and linguistic underpinnings of our 'stories' and 'languages'. Analysing and understanding these…

Integrating the knowledge of neurology in teaching has been an idea for learning management design for decades. The current study found the potential of brain-based learning (BBL) for developing high school students' mathematics learning achievement. The purposes of the study were to investigate the effects of BBL learning management on grade 11…

The current research trend of metacognitive regulation has shifted from an individual to a social context. One such social context is collaborative problem-solving. Interaction between group members is an essential factor in completing collaborative problems. Metacognitive regulation is divided into four forms based on the interaction in…

A theoretical model describing young students' (Grade 3) arithmetic-algebraic structure sense was formulated and validated empirically (n = 130), hypothesizing that young students' arithmetic-algebraic structure sense consists of five distinct but correlated factors; structure in numerical equivalence and word-problem modeling, structure in…

Representations are key to mathematical activities and meaning-making processes as they are part of modeling, connecting, communicating, and understanding mathematical ideas and concepts. The current study sought to examine a group of novice algebra learners' interactions with different representations from an onto-semiotic approach. A case study…

Professional development (PD) for mathematics teachers in China, especially in Shanghai, has received growing international attention. However, most of available research concerning Chinese PD has focused on successful practices, and far too little attention has been paid to less successfully organized PD practices, particularly for mathematics…

The EU-funded project "Supporting Mathematics and Science Teachers in Addressing Diversity and Promoting Fundamental Values" (MaSDiV) (2017-2020) promoted inquiry-based learning as a pedagogy that supports diverse and multicultural classrooms. This project included the design of a professional development (PD) programme for teachers.…

Conceptual and procedural instruction order may affect students' learning and generalization of math skills. This study compared two instruction sequences, concepts-first and iterative, and their effect on fraction performance through a class-wide intervention. Fourth-grade students (N = 114) were randomly assigned to the concepts-first,…

This study aims to document and examine mathematics teacher educators' (MTEs) knowledge sources in teacher education practices. The study adopts a mixed-method, embedded research design. Data were collected via a questionnaire with elicitations about MTEs' descriptive features as well as with open-ended items. Target population was all MTEs…

Although interest in mathematics anxiety in young children (6-11 years) has increased recently, the results of previous studies on the role of mathematics anxiety in the relationship between number sense and math performance are inconsistent. The study's main objective was to establish whether math anxiety is a mediator or a moderator in the…

This exploratory study investigated the behaviors and content of onscreen calculator usage by a nationally representative sample of eighth-grade students who responded to items from the 2017 National Assessment of Educational Progress mathematics assessment. Meaningful features were generated from the process data to infer whether students…

It is well known that fraction knowledge is relevant for later success in mathematics. However, many students still face difficulties when dealing with fractions. Predictors of fraction knowledge have been widely examined. Systematizing "mathematical" predictors, whether their predictive contributions are direct or indirectly mediated…

The present research focuses on analyzing how fourth-grade elementary school students (ages 9 to 10) solve and interpret the result of non-routine problems, precisely division measurement and division-partition with remainder. The methodology is qualitative, with a descriptive and interpretative approach. The information was collected using a…

Mathematical spaces extend far beyond the classroom and physical environments into virtual spaces. Today's students have more to consider than just their face-to-face experiences with mathematics inside or outside the classroom; they have the online perspectives of others to consider as well. To gain critical insight, we conducted this research…

Researchers from many countries have pointed out the difficulty of transitioning from high school to university settings, especially within the context of mathematics courses. With its abstract content, deductive thinking structure, and unique language, university mathematics is quite different from high school mathematics for students…