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Direct linkKonstantinos P. Christou; Despoina Ioanna Kyrvei; Xenia Vamvakoussi – Mathematical Thinking and Learning: An International Journal, 2024
In this study, we investigated how secondary students interpret algebraic expressions that contain literal symbols to stand for variables. We hypothesized that the natural number bias (i.e., the tendency to over-rely on knowledge and experiences based on natural numbers) would affect students to think that the literal symbols stand for natural…
Descriptors: Algebra, Mathematics Instruction, Grade 8, Grade 9
Wernet, Jamie L. W. – Mathematical Thinking and Learning: An International Journal, 2017
It has been theorized that contextual tasks support student engagement and sense making. Yet, contradictory ideas exist about the role of these tasks in lessons, and further research is needed to explore how classroom interactions can help achieve their intended purposes. Through video observation of lessons in three eighth-grade classrooms using…
Descriptors: Mathematics Education, Classroom Environment, Classroom Techniques, Interaction
Lobato, Joanne; Hohensee, Charles; Rhodehamel, Bohdan; Diamond, Jaime – Mathematical Thinking and Learning: An International Journal, 2012
Despite the proliferation of mathematics standards internationally and despite general agreement on the importance of teaching for conceptual understanding, conceptual learning goals for many K-12 mathematics topics have not been well-articulated. This article presents a coherent set of five conceptual learning goals for a complex mathematical…
Descriptors: Middle Schools, Concept Formation, Mathematics Instruction, Teaching Methods
