Whole-class mathematical discussion in a problem-solving activity is recognized as a powerful pedagogical activity but also a challenge for teachers who must consider several difficulties that learners might face, particularly in terms of an overload of Working Memory and Executive Functions. This study investigates how the use of a digital…

The home confinement that was imposed to reduce and control the spread of COVID-19 pandemic led educational systems to implement changes in many school activities. Teachers moved to remote teaching and relied on digital apps to present and discuss learning activities with their students. Likewise, they looked for new routes and means to follow up…

This paper explores the affordances of mobile learning in developing frameworks for discourse analysis. Specifically, this paper examines the commognitive analysis of classroom discourses in virtual learning environments (VLEs) and how it resolves the challenges of discourse analysis in face-to-face (F2F) settings. With the ongoing social turn of…

There have been recent pushes for more active learning in mathematics classrooms, especially at the undergraduate level. To incorporate more active learning, there is a need for tasks that explicitly support this type of instruction, attention to student reasoning and whose ideas are publicly acknowledged, and awareness of differences in students'…

Online educational games have been widely used to support students' mathematics learning. However, their effects largely depend on student-related factors, the most prominent being their behavioral characteristics as they play the games. In this study, we applied a set of learning analytics methods (k-means clustering, data visualization) to…

Online educational games have been widely used to support students' mathematics learning. However, their effects largely depend on student-related factors, the most prominent being their behavioral characteristics as they play the games. In this study, we applied a set of learning analytics methods ("k"-means clustering, data…

Self-regulated learning (SRL) is a critical component of mathematics problem-solving. Students skilled in SRL are more likely to effectively set goals, search for information, and direct their attention and cognitive process so that they align their efforts with their objectives. An influential framework for SRL, the SMART model (Winne, 2017),…

A digital wall is a tool for students to structure and register their online work on mathematical problem-solving activities that involve the coordinated use of digital technologies. How could students use such digital wall to understand mathematical concepts and to develop problem-solving competencies? The aim of this study is to analyze and…

In this paper we examine how facilitators' prior experiences as mathematics teachers frame their work when facilitating a practice-based professional development (PD) for the first time. We focus on the experiences of a novice facilitator of StoryCircles, a professional learning process in which teachers collectively script and visualize a…

Mathematics problems are shared rapidly across all social media platforms, and the relative anonymity granted to users can lead to unfiltered discourse. This study examined 1,046 comments from a mathematics problem posted twice to YouTube in February 2016 to determine the underlying narratives that indicate the commenters' mathematical mindsets…

In this follow-up article, the authors explain that when technology is integrated in an equitable manner and with due regard for professional learning, the affordances of Web 2.0 technology and interactive devices allow teachers to not only promote procedural fluency but also to develop students' conceptual understanding, reasoning and…

This study compared the effects of three different feedback formats provided to sixth grade mathematics students within a web-based online learning platform, ASSISTments. A sample of 196 students were randomly assigned to one of three conditions: (1) text-based feedback; (2) image-based feedback; and (3) correctness only feedback. Regardless of…

Increasing availability of digital devices in elementary school classrooms presents exciting new opportunities for teachers to support the teaching and learning of mathematics. Although many of the math applications available for these devices focus on drill and practice of mathematical procedures, screencasting apps can help support effective…

In this paper, we report on primary-school students' views of their learning experiences when they engaged with mathematical phenomena through apps. The students commented on how they used a range of digital tools within the apps to solve problems, and we consider how the affordances of the mobile technologies, including multi-representation,…

Teaching mathematics for understanding requires listening to each student's mathematical thinking, best elicited in a one-on-one interview. Interviews are difficult to enact in a teacher's busy schedule, however. In this study, the authors utilize smartphone technology to help mathematics teachers interview a student in a virtual one-on-one…