Noticing is often dependent on time-sensitivity and uses video or live observations. This paper explores loosening the time-sensitivity component and implementing self-narrative and inquiry approaches by having teachers write to explore noticing. This study explores narrative writing of beginning mathematics teachers using a noticing framework as…

Promoting positive student attitudes towards stochastics has become a core goal of statistics education reform, and we argue that this starts with the teachers during their teacher preparation program. Building on previous work assessing teachers' attitudes, we focus on how pre-service teacher attitudes vary across different dimensions, and how…

Mathematics teachers may at times take on the role of counselors to address the "math anxious" in their classrooms. Today math anxiety is real and is a factor in attracting young people to many STEM fields. By the time many young people reach middle school, they have developed certain dispositions toward mathematics. What strategies will…

In this article, I argue that the common practice across many school mathematics curricula of using a variety of different representations of number may diminish the coherence of mathematics for students. Instead, I advocate prioritising a single representation of number (the number line) and applying this repeatedly across diverse content areas.…

In mathematics education research, proofs are often conceptualized as sequences of mathematical assertions. We argue that this ignores proofs that contain instructions to perform mathematical actions, often in the form of imperatives, which are common both in mathematical practice and in undergraduate mathematics textbooks. We consider in detail a…

It is well known that students benefit from opportunities to interpret and create different representations (e.g., diagrams, graphs, tables, symbols) of mathematical ideas. Employing Marton's Variation theory as a lens, I argue for an expansion of the use of multiple representations in task design for graphs: Incorporate two different forms of the…

The process of constructing knowledge in mathematics education is critical in developing it as a discipline with an impact on the field of teaching, learning, and assessment based on theory and practice. How do mathematics educators perceive the processes of knowledge construction in mathematics education? It may have an implication in the methods…

Numerous studies have shown a significant positive relationship between the mental representation of hands in young children and their calculation performance. The literature indicates that certain components of manual motor skills may be critical to the quality of this relationship. The main objective of this study is to measure the benefit of an…

A qualitative research design comprising of open-ended questionnaires and focus group discussions was used to investigate learner-related variables that impede the integration of ethnomathematics approaches into the teaching and learning of geometry. Proportional stratified sampling and recruitment based sampling were used to select the 40…

This study analyses a standards-based textbook series to investigate how slope is presented across seven sequential textbooks in a secondary mathematics curriculum. Analysis of the expository content across the textbooks shows that slope is covered in all seven books, is frequently described as a "Constant Parameter" or…

Background: Supporting students during collaborative learning in mathematics is challenging for teachers. We developed the Small-Group Scaffolding Tool (SGS-Tool) to assist teachers regarding how and when to offer support. The tool is based on three characteristics of scaffolding small groups at the group level: contingency to the…

Many students struggle with mathematics, in Norway a pressing concern is the decline in proficiency in high school, and the increased number in need of special education. Assessments of proficiency levels are traditionally done through norm- and criterion-referenced achievement tests, who will rarely detect students struggling or identify…

Misconceptions are one of the biggest obstacles in learning mathematics. This study aimed to investigate students' common errors and misunderstandings they cause when defining the angle and the triangle. In addition, we investigated the metacognition/ drawing/ writing/ intervention (MDWI) strategy to change students' understanding of the wrong…

This study investigated the experience of preservice mathematics teachers working with example-eliciting tasks (EET) on an online formative assessment platform. The study focused on the effect of working with EETs on the preservice teachers' (PSTs) professional noticing of learners' mathematical thinking. Participants included nine PSTs studying…

Backward transfer refers to the influence on prior knowledge of the acquisition and generalisation of new knowledge. Studies of backward transfer of mathematical knowledge have focused on content that is closely related in time and in curricular sequencing. Employing the notion of thickening understanding, we describe instances of transfer that…