One challenge facing the fields of mathematics education and special education is how to design instruction on fraction concepts that can meet the needs of diverse learners. An innovation that shows promise is to base instructional design upon well-established trajectories of students' fraction learning. However, little research has been done to…

Purpose: The purpose of this action research was to identify students' errors in solving fraction number line and word problems. It also explored the effectiveness of Tik-Tok short videos in improving students' fraction understanding. Methods: The sample for this research consisted of 48 students from Form 1 at SMK SANZAC. In this study, a Check…

The present study investigates the understanding of the equals sign among middle school students. The study data were gathered from a total of 433 middle school students (111 in the fifth grade, 106 in the sixth grade, 95 in the seventh grade and 121 in the eighth grade) using a ten-item equals sign test developed by the researcher. The study…

Many researchers have stressed the embodied nature of mathematical understanding. Here we explore how embodied knowledge may evolve as students learn a basic calculus concept: the rate of change. We examined undergraduate students with different levels of calculus knowledge working in pairs to model the rate of change in an everyday phenomenon.…

To learn mathematics, historically students had no choice but to memorize fundamental facts and apply memorized algorithms. Since 1995 in the US, all states have adopted standards to govern K-12 mathematics instruction, and in most, standards have de-emphasized memorization and emphasized reasoning based on concepts. This change assumed the brain…

The equal symbol has been used in diverse mathematical frameworks, such as arithmetic, algebra, trigonometry, set theory, and so on. In mathematical terms, the equal sign has been used in fixed command of standings. The study reports on the students meaning and interpretations of the equal sign. The study involved Grade 6, 7, and 8 students in a…

In mathematics education, digital tools have been used to enhance young children's understanding of specific subject matter. In such implementations, the digital tool can replace, amplify or transform 'ordinary' mathematics teaching. In an initial study, systematization and duplication were identified as critical when young children were to solve…

The goal of the present study is to investigate the impact of procedural and conceptual teaching on students' mathematical performance over time. For this purpose, implicit differentiation and integration by parts were taught in two different ways to first-year university students of two different calculus courses: one course with Conceptual…

In this article, we report the findings of a study conducted with 6 Grade 8 students in the United States. The students posed stories for open number sentences involving addition and subtraction of integers. We analysed the stories posed by the students to build models that describe the conceptual structures behind these posed stories -- the…

The main goal of the current study is to develop intervention of learning to promote students' understanding of percentage. The design of the interventions employed the spatial representation of percentage in the form of a bar model and was designed based on the pedagogical concepts of Realistic Mathematics Education (RME). The participants were…

The purpose of this study was to analyze how the systematic use of GeoGebra influences the ways of reasoning of high school students when they incorporate it in the resolution of word problems. The study was carried out with a group of 20 students who were studying Mathematics I. The results show that the students appropriated resources from the…

Mathematics teaching and learning goes beyond computations and procedures; it rather includes complex problem-solving and critical thinking. Kilpatrick, Swafford, and Findell (2001) identify five mathematical competencies that are present in mathematics learning: conceptual understanding, procedural fluency, adaptive reasoning, strategic…

In this study, representations used by preservice mathematics teachers in the process of solving limit problems were determined, the inter-representation transformation competence levels were investigated and the relationship between them was examined. In this context, "Limit Representation Transformation Test" with a reliability of…

The aim of this study was to identify and classify the student's concept image and its influence on the reasoning of the problem-solving of the derivative. The research used a qualitative description approach and used eight research subjects. From the answers collected upon the given problems, we obtained several variations of students' concept…

Students are expected to use the Cartesian plane to represent and reason about mathematical concepts such as number systems, geometric figures, and functions. However, the simplicity of representing mathematical concepts that the Cartesian plane provides can cause us to overlook the difficulties many students have in constructing and using it.…