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BSRLM day conference proceedings Research in Mathematics Education Pub Date : 2024-03-07 Taro Fujita
Published in Research in Mathematics Education (Ahead of Print, 2024)
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Mathematicians’ conceptualisations of isomorphism and homomorphism: a story of contexts, contrasts, and utility Research in Mathematics Education Pub Date : 2024-02-28 Rachel Rupnow, Brooke Randazzo
Isomorphism and homomorphism are fundamental topics in abstract algebra, but how mathematicians characterise the utility of these concepts remains understudied. Based on interviews with nine resear...
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The impact of realistic mathematics education on secondary school students’ problem-solving skills: a comparative evaluation study Research in Mathematics Education Pub Date : 2024-02-08 Georgios Ventistas, Ourania Maria Ventista, Paraskevi Tsani
This study investigates the impact of a Realistic Mathematics Education (RME) intervention on students’ mathematical problem-solving skills. A comparative evaluation study with a follow-up was cond...
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Teacher identities and teacher identity change in pre-service mathematics teachers’ metaphors Research in Mathematics Education Pub Date : 2024-02-06 Okan Arslan, Çiğdem Haser
Pre-service middle school mathematics teachers’ descriptions for the metaphors they produced for how they considered themselves as mathematics teachers (actual teacher identities) and how they want...
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Learning to measure the area of circles Research in Mathematics Education Pub Date : 2024-01-31 Timothy H. Lehmann
The study of the area of circles is an important component of mathematics education for students of all ages; however, evidence suggests that many middle school students struggle to interpret and a...
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Handbook of mathematical science communication Research in Mathematics Education Pub Date : 2024-01-31 Lucy Rycroft-Smith
Published in Research in Mathematics Education (Ahead of Print, 2024)
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Exploring and developing a framework for analysing whole-class discussions in mathematics Research in Mathematics Education Pub Date : 2024-01-31 Patrik Gustafsson
Leading whole-class discussions in mathematics instruction in a productive way is identified as a core practice. However, productive discussions are rarely seen in classrooms. Thus, we need more kn...
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Doing research: a new researcher’s guide Research in Mathematics Education Pub Date : 2024-01-22 Angelika Kullberg, Hanna Knutson
Published in Research in Mathematics Education (Ahead of Print, 2024)
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Correction Research in Mathematics Education Pub Date : 2024-01-09
Published in Research in Mathematics Education (Ahead of Print, 2024)
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Students’ mathematical thinking of the tree concept: an integration of APOS with Tall’s three worlds of mathematics Research in Mathematics Education Pub Date : 2023-12-27 Maryam Taghizadeh Bilondi, Farzad Radmehr
In this study, we investigate students’ mathematical thinking of the tree concept, a fundamental concept in graph theory, using a combination of the APOS theory and Tall’s three worlds of mathemati...
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Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia Research in Mathematics Education Pub Date : 2023-12-26 José M. Marbán, Edgar J. Sintema
The purpose of the current study was to contribute to a better understanding of Zambian prospective mathematics secondary teachers’ pedagogical content knowledge of mathematics (M-PCK) as part of a...
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An investigation into the approach of mathematics undergraduates to a non-routine task Research in Mathematics Education Pub Date : 2023-11-21 Ljerka Jukić Matić, Josip Sliško
Critical thinking and problem solving are widely recognised as valuable competencies in the twenty-first century, and indispensable skills in the workplace. In this context, we investigate the stra...
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BSRLM day conference proceedings Research in Mathematics Education Pub Date : 2023-11-16 Taro Fujita
Published in Research in Mathematics Education (Vol. 25, No. 3, 2023)
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Nascent deductive proof schemes and proof readiness in adolescence Research in Mathematics Education Pub Date : 2023-11-02 Elena Nardi, Ioannis Kanellos, Irene Biza
Using Proof-Schemes Combined, our extension of Harel and Sowder’s Proof-Schemes taxonomy, we introduce the nascent deductive proof schemes construct (proof-scheme combinations that contain elements...
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Mathematical competencies in the digital era: Mathematics education in the digital era Research in Mathematics Education Pub Date : 2023-11-05 Chronis Kynigos, Katia Schiza
Published in Research in Mathematics Education (Ahead of Print, 2023)
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Collaborating with industry to highlight the relevance of mathematics Research in Mathematics Education Pub Date : 2023-10-19 Aehsan Haj-Yahya, Aviva Klieger
This study examines whether experiences at industrial facilities help pre-service maths teachers to design authentic mathematical-modelling activities intended for their classroom teaching in high ...
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Helping Students Become Powerful Mathematical Thinkers. Case Studies of Teaching for Robust Understanding Research in Mathematics Education Pub Date : 2023-10-12 Esther Brunner
Published in Research in Mathematics Education (Ahead of Print, 2023)
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How do school-related mathematical problems become relevant for prospective teachers in mathematics courses at university? A qualitative interview study Research in Mathematics Education Pub Date : 2023-09-12 Birke-Johanna Weber, Jana Breuer, Anke Lindmeier
ABSTRACT Prospective mathematics teachers often have to attend courses in academic mathematics. However, many struggle to see the connections between the course content and their future teaching, which is detrimental to learning motivation and success. Many universities try to address this with interventions focusing on the relevance of the mathematical learning opportunities. School-related mathematical
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Learning programming for mathematical investigations: an instrumental and community of practice approach Research in Mathematics Education Pub Date : 2023-08-31 Ghislaine Gueudet, Chantal Buteau, Laura Broley, Joyce Mgombelo, Eric Muller, Ana Isabel Sacristán, Marisol Santacruz Rodriguez
ABSTRACT In this article, we seek to understand how university students learn to use programming for mathematical investigations; our precise focus is on how the analysis of social elements in operational knowledge elucidates this learning. We propose a framework coordinating the instrumental approach and communities of practice (CoP) theory. We apply it in the context of project-based university courses
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Fostering a growth mindset in secondary mathematics classrooms in the Netherlands Research in Mathematics Education Pub Date : 2023-08-19 Marloes van Hoeve, Michiel Doorman, Michiel Veldhuis
ABSTRACT In a search for tools to support students to change towards growth mindsets, interventions were implemented by 17 teachers and their 512 students in 21 classes in 10 different secondary schools. The interventions consisted of classroom material explaining the theory of neuroplasticity and mindset to students, specific teaching methods, and student activities. Data were collected through a
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The Mathematics Teacher in the Digital Era: International Research on Professional Learning and Practice Research in Mathematics Education Pub Date : 2023-08-05 Anna Baccaglini-Frank, Giulia Lisarelli
Published in Research in Mathematics Education (Ahead of Print, 2023)
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Correction Research in Mathematics Education Pub Date : 2023-06-26
Published in Research in Mathematics Education (Ahead of Print, 2023)
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Upper primary student attitudes toward mathematics problem solving; an exploratory study in Chile Research in Mathematics Education Pub Date : 2023-06-22 Farzaneh Saadati, María Victoria Martínez, Carmen Gloria Espinoza
ABSTRACT This elicits upper primary student attitudes toward mathematics problem solving (MPS) by focusing on their extended description of what they “like” and “dislike” regarding problem solving. An instrument with three straightforward questions was used to collect data from 291 Chilean students from 5th to 8th grade (10–13 years old). The results revealed that student attitudes are mainly associated
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Preservice middle school mathematics teachers’ strategy repertoire in proportional problem solving Research in Mathematics Education Pub Date : 2023-06-07 Muhammet Arican, Lieven Verschaffel, Wim Van Dooren
ABSTRACT This study examined 91 preservice mathematics teachers’ strategy repertoire that they referred to when solving one direct and one inverse proportion missing-value word problems. When encouraged to provide multiple solutions, the preservice teachers exhibited the ability to solve the two problems using more than one strategy. However, they used a significantly greater number of strategies for
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BSRLM day conference proceedings Research in Mathematics Education Pub Date : 2023-05-26 Taro Fujita
Published in Research in Mathematics Education (Vol. 25, No. 2, 2023)
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Coaches and teachers shift noticing across coaching cycles: analysis of video-based annotations Research in Mathematics Education Pub Date : 2023-05-22 Julie M. Amador, Ryan Gillespie, Cynthia Carson
ABSTRACT We share results of a study on coaches’ and teachers’ noticing as they annotated key moments from classroom video of the teachers’ lessons over multiple online coaching cycles. Coaches and teachers engaged in mathematics coaching cycles that included a pre-lesson meeting, a video-recorded lesson, an annotation process, and a post-lesson meeting. We analysed 554 annotations from coaches and
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A conceptual synthesis on approximations of practice in mathematics teacher education Research in Mathematics Education Pub Date : 2023-05-03 Bima Sapkota, Brooke Max
ABSTRACT Approximations of practice are opportunities for preservice teachers (PSTs) to engage in components of teaching. However, how the varying levels of complexity or authenticity of teaching create different learning opportunities for PSTs is underexplored. Forty-one studies related to approximations of mathematics teaching were reviewed to explore how approximations are embedded in PST education
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The relationship between pre-service teachers’ spatial thinking ability and their mathematical creativity in the context of problem posing Research in Mathematics Education Pub Date : 2023-04-29 Ali Bicer, Scott A. Chamberlin, Karla Matute, Traci Jackson, Geoff Krall
ABSTRACT The purpose of this study was to quantify the relationship between pre-service teachers’ spatial visualisation skills and their mathematical creativity through problem-posing tasks. A group of 62 pre-service teachers completed the Purdue Spatial Visualisation test and took the mathematical creativity test through problem-posing tasks. Pearson’s product-moment correlation coefficients in SPSS-28
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Becoming citizen subject in the body politic: antinomies of archaic, modern and posthuman citizenship temporalities and the political of mathematics education Research in Mathematics Education Pub Date : 2023-04-05 Anna Chronaki
ABSTRACT Mathematics education in the body politic is commonly argued as important for citizenship, the citizen and the subject but, often, the concepts remain unexamined. Based on Étienne Balibar’s political philosophy, the “becoming citizen subject” is traced in antiquity, modernity and posthumanity, through strivings for democracy and its impact for mathematics education is discussed. The article
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Editorial Research in Mathematics Education Pub Date : 2023-03-28 Christian Bokhove, Jodie Hunter, Jenni Ingram
Published in Research in Mathematics Education (Vol. 25, No. 1, 2023)
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Interactions and tensions between mathematical discourses and schoolwork discourses when solving dynamic geometry tasks: what is internally persuasive for students? Research in Mathematics Education Pub Date : 2023-03-15 Ingólfur Gíslason
ABSTRACT I explore students’ discourses in small groups working on mathematical problems using GeoGebra, focusing on the Cartesian connection between algebra and geometry. Specifically, the interest lies in what is internally persuasive for students in upper-secondary school (11th grade) with histories of low attainment. Three problem-solving episodes are presented in detail to illuminate different
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Teachers’ structuring of mathematical inquiry lessons: shifting from “task-first” to “scaffolded inquiry” Research in Mathematics Education Pub Date : 2023-02-28 James Calleja, Colin Foster, Jeremy Hodgen
ABSTRACT A three-phase “task-first” lesson structure is frequently suggested when teaching mathematics through inquiry. We investigate how secondary school teachers of mathematics structure their inquiry lessons and examine how and why they deviate from a “task-first” structure. We present detailed lesson observation data from three teachers participating in a year-long professional development programme
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Primary teachers’ perceptions of their mathematical knowledge for teaching and the effects of policy on their mathematics teaching Research in Mathematics Education Pub Date : 2023-02-20 Evelyn Penfold, Kate Hoskins
ABSTRACT The mathematical knowledge for primary teachers has been guided by policy since the National Strategies Programme was introduced in 1999. Research regarding the National Strategies focussed on the outcomes of the policy rather than in terms of teachers’ mathematical knowledge for teaching (MKT). Teachers respond to policy in a variety of ways according to how they make sense of it within their
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Percentages versus Rasch estimates: alternative methodological strategies for replication studies in mathematics education Research in Mathematics Education Pub Date : 2023-02-20 Clelia Cascella, Chiara Giberti, Andrea Maffia
ABSTRACT We present an external close replication of the 1985 Fischbein et al. study about intuitive models of multiplication and division. We administered two batteries of mathematics items developed in the original study, via a spiralling process, to a quota sample of 903 students attending grade 7. Compared with the analytic strategy based on the count of correct answers employed in the original
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Connecting mathematics and mathematics education: collected papers on mathematics education as a design science Research in Mathematics Education Pub Date : 2023-02-08 Cosette Crisan
Published in Research in Mathematics Education (Ahead of Print, 2023)
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Conceptions and consequences of mathematical argumentation, justification, and proof Research in Mathematics Education Pub Date : 2023-02-04 Lucy Rycroft-Smith
Published in Research in Mathematics Education (Ahead of Print, 2023)
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Developing an analytical tool for radical socially-just teacher educator action research about language diverse mathematics classrooms Research in Mathematics Education Pub Date : 2023-02-02 Georgia Kasari, Tamsin Meaney
ABSTRACT In our action research projects as teacher educators, we focus on broadening preservice teachers’ understandings about language diversity in mathematics classrooms, away from just improving students’ fluency in the language of instruction. To undertake these projects, we developed a flexible analytical tool, for identifying those pedagogical practices which could be improved and so broaden
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BSRLM Day conference proceedings Research in Mathematics Education Pub Date : 2023-02-02
Published in Research in Mathematics Education (Vol. 25, No. 1, 2023)
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Mathematical modelling in the discourses of the KOM and PISA frameworks and teacher interviews Research in Mathematics Education Pub Date : 2023-01-30 Ingeborg Katrin Lid Berget
ABSTRACT Mathematical modelling is emphasised in curricula worldwide. Since 2006, mathematical modelling has been considered a fundamental process in the mathematics subject in Norwegian upper secondary schools. This study aimed to identify tensions in the approaches to mathematical modelling expressed in teacher interviews (N = 4) and framework discourses (KOM and PISA) by four characteristics of
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The spatial contiguity principle in mathematics textbooks Research in Mathematics Education Pub Date : 2023-01-30 Bethany Woollacott, Lara Alcock, Matthew Inglis
ABSTRACT In this paper, we explore how diagram placement in mathematics textbooks influences (i) students' and teachers' perceptions of exposition quality and (ii) students' reading behaviour as indexed by their eye movements. Our findings contribute to research on the spatial contiguity principle, which recommends that related educational pictures and text should be displayed close together. In our
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Affective content knowledge as foundation for critical mathematics pedagogy Research in Mathematics Education Pub Date : 2023-01-17 Sara Gartland
ABSTRACT Recent mathematics education research highlights the importance of developing rehumanising and critical mathematics pedagogies. The aim of this study is to develop a framework for affective content knowledge in mathematics and to apply that framework to instruction identified as supporting both mathematical learning (ML) and social emotional learning (SEL). Classroom observation and teacher
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Secondary school mathematics teacher-perceived factors involved in argumentation: an emerging framework Research in Mathematics Education Pub Date : 2023-01-13 Michal Ayalon, Samaher Nama
ABSTRACT Our research focuses on ways teachers envision argumentation in their secondary mathematics classrooms. Semi-structured interviews were conducted with 31 secondary school mathematics teachers in Israel. They were asked to envisage a hypothetical classroom dialogue focusing on mathematical tasks which would engage their students in some argumentative activity. Analysis of the teachers’ responses
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Translating units coordination to units of length and area: a case study of undergraduate interior design students Research in Mathematics Education Pub Date : 2023-01-13 Karen Zwanch, Heather Carlile Carter, Jianna Davenport
ABSTRACT This case study investigated the relationship between five undergraduate interior design students’ reasoning with numerical units and reasoning about length and area. The multiplicative concepts frame participants’ coordination of numerical units. Differences were found between participants’ reasoning about length and area, based on their multiplicative concept. Specifically, participants
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Comprehensive example generation: mathematicians’ uses of examples when developing conjectures Research in Mathematics Education Pub Date : 2022-12-28 Alison G. Lynch, Elise Lockwood, Amy B. Ellis
ABSTRACT In this paper, we explore the role that examples play as mathematicians formulate conjectures, and we describe and exemplify one particular example-related activity that we observed in interviews with thirteen mathematicians. During our interviews, mathematicians productively used examples as they formulated conjectures, particularly by creating systematic lists of examples that they examined
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Promoting learners' self-regulated textbook use for overcoming impasses in solving mathematics exercises Research in Mathematics Education Pub Date : 2022-12-24 Mari Fukuda, Emmanuel Manalo
ABSTRACT To encourage students’ self-regulated learning at home, developing skills for textbook use to overcome learning-related impasses is crucial. This study examined the effects of providing mathematics class sessions that combined teacher instruction on appropriate textbook use with peer instruction, aimed at promoting students’ spontaneity and effectiveness in textbook use. Eighth-grade students
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The psychology of mathematics: A journey of personal mathematical empowerment for educators and curious minds Research in Mathematics Education Pub Date : 2022-12-10 Keith Weber
Published in Research in Mathematics Education (Ahead of Print, 2022)
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Comparing example generation with classification in the learning of new mathematics concepts Research in Mathematics Education Pub Date : 2022-12-07 George Kinnear
ABSTRACT Prompting learners to generate examples has been proposed as an effective way of developing understanding of a new concept. However, empirical support for this approach is lacking. This article presents two empirical studies on the use of example-generation tasks in an online course in introductory university mathematics. The first study compares the effectiveness of a task prompting learners
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“Math cleverly disguised as/with string”: experienced weavers’ engagement with mathematics Research in Mathematics Education Pub Date : 2022-11-17 Naomi Thompson
ABSTRACT Mathematics remains a gatekeeper in schools; educators and researchers must carefully consider how diverse mathematical practices can be recognised and valued. To explore how math is recognised in the craft of weaving, which has been described as highly mathematical with roots in innovations by women, I interviewed 22 experienced weavers about their experiences. Participants also provided
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Personal elaborated feedback design in support of students’ conjecturing processes Research in Mathematics Education Pub Date : 2022-11-16 Raz Harel, Shai Olsher, Michal Yerushalmy
ABSTRACT Conjectures are a key component of mathematical inquiry, a process in which the students raise conjectures, refute or dismiss some of them, and formulate additional ones. Taking a design-based research approach, we formulated a design principle for personal feedback in supporting the iterative process of conjecturing. We empirically explored the design principle by studying the use that four
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Topic specificity of students’ conceptual and procedural fraction knowledge and its impact on errors Research in Mathematics Education Pub Date : 2022-11-15 Katja Lenz, Frank Reinhold, Gerald Wittmann
ABSTRACT When learning about fractions, teaching usually follows certain topics – e.g. part of the whole, fraction equivalence, and size comparison. Not yet answered is whether students’ conceptual and procedural knowledge of fractions is coherent between those topics. To answer this question, we performed a latent profile analysis of data from N = 1005 six-grade students regarding their conceptual
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BSRLM day conference proceedings Research in Mathematics Education Pub Date : 2022-11-11 Rachel Marks
Published in Research in Mathematics Education (Vol. 24, No. 3, 2022)
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A teacher’s positioning of a multilingual learner in the first month of the academic year Research in Mathematics Education Pub Date : 2022-10-18 Erin Smith
ABSTRACT Positioning theory [van Langenhove and Harré (1999). Introducing positioning theory. In R. Harre, & L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 14–31). Blackwell Publishers] provides a useful analytical lens to examine how teachers’ positioning in moment-to-moment interactions can expand or restrict opportunities for multilingual learners to participate
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The theory of objectification: a Vygotskian perspective on knowing and becoming in mathematics teaching and learning Research in Mathematics Education Pub Date : 2022-09-26 David Guillemette
Published in Research in Mathematics Education (Ahead of Print, 2022)
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Show your work: secondary mathematics teachers’ use of computational test items before and during distance learning Research in Mathematics Education Pub Date : 2022-08-05 Sarah Wellberg
High-school mathematics teachers tend to use computational, constructed response questions in their classroom tests. However, the rapid shift to distance learning resulting from the COVID-19 pandem...
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Mathematics textbook: motivation, experiences, and didactical aspect from authors’ perspectives Research in Mathematics Education Pub Date : 2022-07-22 Deepak Basyal, Bhesh Raj Mainali
Textbooks play a vital role in the Nepali education system since they are one of the main resources for teaching and learning mathematics. Because of poor physical infrastructure and inadequate edu...
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Mathematics textbooks and self-regulated learning: responses from students in three Kenyan secondary schools Research in Mathematics Education Pub Date : 2022-07-11 Herine Otieno, Hilary Povey
The current moves by many African countries including Kenya to reform their mathematics education to adopt learner-centred pedagogies presents a need to fill the knowledge gap on learner-textbook r...
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Care in mathematics education: alternative educational spaces and practices Research in Mathematics Education Pub Date : 2022-07-11 Anette Bagger
Published in Research in Mathematics Education (Vol. 25, No. 3, 2023)
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Supporting primary students’ mathematical reasoning practice: the effects of formative feedback and the mediating role of self-efficacy Research in Mathematics Education Pub Date : 2022-07-04 Robbert Smit, Heidi Dober, Kurt Hess, Patricia Bachmann, Thomas Birri
Mathematical reasoning is a diffcult activity for students, and although standards have been introduced worldwide, reasoning is seldom practiced in classrooms. Productively supporting students duri...
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Learning to calculate surface area: a focus on strategy choice Research in Mathematics Education Pub Date : 2022-06-19 Timothy Lehmann
Previous research into the teaching and learning of surface area emphasises the use of nets and formulae to calculate the total surface area of three-dimensional objects despite enduring student di...
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Defining radian: provoked concept definitions of radian angle measure Research in Mathematics Education Pub Date : 2022-06-05 Hanan Alyami
ABSTRACT Despite the use of axiomatic definitions for mathematical concepts, scholars struggle to produce a single definition of angle that does not have some limitations. Textbooks’ treatment of angle and its measure reflects this multifaceted nature of the angle concept while informing the different ways learners conceive of these concepts. In this study, I investigated the concept definitions provoked