Problem posing engages students in generating new problems based on given situations (including mathematical expressions or diagrams) or changing (i.e., reformulating) existing problems. Problem posing has been at the forefront of discussion over the past few decades. One of the important topics studied is the process of problem posing as…

Mathematical flexibility is thought to be a critical component of mathematical proficiency, and the term "mathematical flexibility" has been used by teachers, researchers, and policy makers for more than 2 decades. Although there seems to be consensus on the importance of mathematical flexibility as a construct, the way it is defined and…

The aim of this paper is to review recently calculus curriculum reforms and research studies that document what types of understanding students develop in their precalculus courses. We argue that it is important to characterize what difficulties students experience to solve tasks that include the use of foundational calculus concepts and to look…

Mathematical flexibility has been widely acknowledged as an important learning goal in mathematical education and has received increasing research attention in order to explore its nature, facilitating mechanisms, and promotion interventions. Given that researchers conceptualize, assess, and explain flexibility in mathematical problem solving from…

Mathematical word problem-solving skills are crucial for students across their lives, yet solving such tasks poses challenges for many. Therefore, understanding the characteristics of mathematical word problems that are associated with students' performance is important. The objective of this systematic review and meta-analysis was to evaluate the…

The concrete-representational-abstract (CRA) approach is an instructional framework for teaching math wherein students move from using concrete materials to solve problems to using visual representations of the materials, and finally abstract concepts. This study provides a literature synthesis and meta-analysis of the effectiveness of the CRA…

This study reviews the literature on error patterns in mathematics among students with mathematics difficulty. We analyzed and synthesized the findings from 17 studies, focusing on the characteristics of error analysis studies, the mathematics topics examined, and the specific error patterns identified. The results revealed the following: (a) the…

In research on mathematical problem posing, a broad spectrum of different situations is used to induce the activity of posing problems. This review aims at characterizing these so-called problem-posing situations by conducting three consecutive analyses: (1) By analyzing the openness of potential problem-posing situations, the concept of…

Since its first notable appearance in the "Second Handbook of Research on Mathematics Teaching and Learning," the phrase productive struggle has garnered support from a few, yet very influential, educational researchers. However, since the phrase was popularized by Hiroko Warshauer in 2011, examinations of the productive struggle have…

Background: Real-world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real-world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two…

Elementary (5 [approximately] 11 years old) students with mathematics difficulties often struggle with word-problem solving. This systematic review and network meta-analysis aimed to examine the comparative effectiveness of various instructional strategies and their combinations for improving word-problem solving skills in this population. We…

This qualitative document analysis study reports on opportunities to learn provided by textbooks for mathematics content courses for pre-service elementary teachers. Specifically, the study examined opportunities to engage in problem posing and quantitative reasoning, in the context of fractions, provided by six textbooks commonly used in the…

This theoretical article examines the crucial role of play-based learning (PBL) in enhancing the mathematical skills of children in the Early Childhood Phase, referred to as Foundation Phase (Grade R-3) learners, within a South African context. The article argues that the traditional approach to teaching early childhood mathematics, where teachers…

This study analyses the view of students' mental models in solving mathematical problems. The study employed a literature review using well-accepted and robust guidelines. Data were collected by searching books and articles of journals. Data analysis techniques were done qualitatively. The finding of this study showed that the mental model is…

This meta-analysis assessed the effectiveness of problem-posing interventions on learners' cognitive learning outcomes. We systematically reviewed 26 quantitative studies published between 2002 and 2024. The results show a large, positive, and significant effect (Hedges's [g-bar] = 0.53) of problem-posing interventions. A series of subgroup…