We report on a group theory activity in which learners explored dihedral symmetries through a tangible geometric model. This approach has historical roots in the work of Felix Klein's Erlangen Program and his "Elementary Mathematics from an Advanced Standpoint." We situate our study with respect to this history as well as current…

In this article, the authors describe their experiences with planning, implementing, and revising a lesson for which the goal is for students to consider the mathematical and pragmatic issues that are related to a task of maximizing the area for a fixed perimeter. The authors also wanted students to engage in the Standards for Mathematical…

When examining students' participation in these mathematics discussions, the focus is on their verbal contributions. However, students' nonverbal contributions--such as pointing, drawings, and models-- can be crucial resources for advancing the mathematical thinking and the collective activity of a classroom community (Johnson et al., 2023; Webb…

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study…

The context of students as architects is used to examine the similarities and differences between prisms and pyramids. Leavy and Hourigan use the Van Hiele Model as a tool to support teachers to develop expectations for differentiating geometry in the classroom using practical examples.

This Framework builds upon the foundation of the 2010 Massachusetts Curriculum Framework for Mathematics as well as versions of the Massachusetts Mathematics Framework published since 1995. The current Framework incorporates improvements suggested by Massachusetts educators after six years of experience in implementing the 2010 standards in their…

This submission contains the Proceedings of the 2017 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at McGill University in Montreal, Quebec June 2-6. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the…

This volume, a comprehensive survey and critical analysis of today's issues in mathematics education, distills research to build knowledge and capacity in the field. The compendium is a valuable new resource that provides the most comprehensive evidence about what is known about research in mathematics education. The 38 chapters present five…

In June 2018 the Canadian Mathematics Education Study Group/Groupe Canadien d'étude en didactique des mathématiques (CMESG/GCEDM) held its 42nd meeting in the idyllic setting of Squamish, British Columbia. This meeting marked the first time CMESG/GCEDM had been in British Columbia since 2010 and the first time it had been held at Quest University.…

The theme of the 38th meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the 36th meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36) was "Mathematics Education at the Edge." Academically, the theme provides opportunities to highlight and examine…

In this paper, I will discuss two related activities that I have developed for use in a college geometry course directed at pre-service secondary and elementary school teachers. These activities ask students to develop geometry on pool tables and on cones. The two activities are closely related, and both ask students to relate computer models with…

This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr…