In mathematics classrooms, it is common practice to work through a series of comparable tasks provided in a textbook. A central question in mathematics education is if tasks should be accompanied with solution methods, or if students should construct the solutions themselves. To explore the impact of these two task designs on student behavior…

Although group work is considered beneficial for problem solving, the listening that is needed for jointly solving mathematical problems is under-researched. In this article, the usefulness of two communication frameworks for understanding students' listening is examined, using data from an educational design research study in an upper secondary…

Learning to calculate with natural numbers by structuring seems promising but how this can be taught in a sustainable manner remains an open question. An eight-month-long intervention based on the idea of using a structural approach to addition and subtraction, and particularly bridging through ten, was implemented in four Swedish first-grade…

Educators in mathematics have long been concerned about students' motivation, anxiety, and other affective characteristics. Typically, research into affect focuses on one theoretical construct (e.g., emotion, motivation, beliefs, or interest). However, we introduce the term affective field to account for a person's various affective factors…

Results are reported from a study of the problem-solving abilities of Swedish children aged 12-13. Illustrative problems and conclusions are given to describe a method for defining and testing problem solving. (MNS)

This paper is a translation of a report on two Swedish investigations concerning children's lack of understanding of the quantitative value of numbers (specifically, decimals and fractions). (MN)

Studied for three years were eight Swedish classes with pupils aged 10-12 using calculators whenever they could be of use, along with experimental textbooks. The experimental classes were as competent as control classes in mental arithmetic and calculations with simple algorithms, and had better understanding of numbers and problem solving. (MNS)

Study analyzed the written protocols of 900 elementary mathematics students from 5 achievement levels utilizing a 15-item arithmetic and problem-solving test administered in grade 3 and again in grade 6. Correct solutions resulted from similar strategies regardless of the achievement level, yet incorrect solutions ensued from many incorrect…