Mathematics teacher candidates enter teacher education with knowledge that could support or limit their learning. It is therefore important to gain insights of this knowledge to inform teacher education. This paper offers such insights for prospective mathematics teachers' initial knowledge of problem solving (PS) for teaching at the beginning of…

Purpose -- This article comprehensively examines the existing body of literature about the assessment tools employed for evaluating higher-order thinking skills (HOTS) in mathematics within the last five years. The study endeavors to offer a comprehensive overview of measuring instruments for HOTS in mathematics, utilizing precise and up-to-date…

The need for improving and evaluating students' cognitive skills, including problem-solving, has been highlighted in both the mathematics education literature and the curricula worldwide. The objective of this study was to assess the problem-solving skills of lower secondary school students using a teacher-based evaluation method, taking into…

There is little empirical research related to how elementary students develop computational thinking (CT) and how they apply CT in problem-solving. To address this gap in knowledge, this study made use of learning trajectories (LTs; hypothesized learning goals, progressions, and activities) in CT concept areas such as sequence, repetition,…

There is a large body of research on how to improve student learning through active learning and metacognition. However, without well-structured guidelines, students do not tend to actively engage with the taught material, peers, and the instructor at a desirable metacognitive level (Deslauriers et al., 2019). To address this problem, a…

There is little empirical research related to how elementary students develop computational thinking (CT) and how students apply CT in problem-solving. To address this gap in knowledge, this study made use of learning trajectories (LTs; hypothesized learning goals, progressions, and activities) in CT concept areas such as sequence, repetition,…

This paper marks the second in a series of five reports detailing the work of the Optimizing Assessment for All (OAA) project at Brookings to strengthen education systems capacity to integrate 21st century skills into teaching and learning, using assessment as a lever for changing classroom practices. Twenty-first century skills (21CS) are now…

With ongoing concerns about environments that push teachers toward increasingly structured assessments, thus reducing opportunities to observe young learners' mathematical capabilities, the publication of this special issue on formative assessment is especially significant and timely. The articles illustrate how we cannot rely solely on…

The aim of the paper is to provide a process model to evaluate mathematical problem solving by analogy, in order to better determine at which point and under what conditions a learner is prompted to use analogies. The model is a theoretical construct. Qualitative results of an empirical study are used to underline and illustrate core aspects of…

School mathematics examination papers are typically dominated by short, structured items that fail to assess sustained reasoning or problem solving. A contributory factor to this situation is the need for student work to be marked reliably by a large number of markers of varied experience and competence. We report a study that tested an…

This submission contains the Proceedings of the 2016 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Queen's University in Kingston, Ontario. 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 Study…

Visualization is mostly despised although it complements and--sometimes--guides the analytical process. This study mainly investigates teachers' preferences concerning the use of the visualization method and determines the extent to which they encourage their students to make use of it within the problem-solving process. This study was conducted…

"Shaping the Future with Math, Science, and Technology" examines how ingenuity, creativity, and teamwork skills are part of an intellectual toolbox associated with math, science, and technology. The book provides new ideas, proven processes, practical tools, and examples useful to educators who want to encourage students to solve problems and…

This article makes two simple observations about high-stakes assessments. The first is that, because mathematics is a very technical subject, an assessment item can be mathematically flawed regardless of how elementary it is. For this reason, every assessment project needs the active participation of high level mathematicians. A second point is…

This third edition of the best-selling "Mathematics in Nursery Education" provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics learning--number and counting, calculation, pattern, shape, measures and data handling--it summarises the research findings and underlying key concepts…