Effective and data-driven math instruction can maximize student learning and achievement. This Spotlight will help analyze best practices for developing math word problems; explore how showing students both the correct and incorrect solutions can improve their understanding; investigate math 'fact fluency' and strategies for strengthening it;…

This qualitative semi-structured interview study investigated how the opportunity to learn with productive struggle emerges in a teacher's beliefs, anticipation, planning, teaching, and response to struggle in learning mathematics. In this study, the experiences of student struggle in the teaching and learning of fractions was investigated through…

The world is in a period of rapid change. Climate chaos is leading to floods, droughts and exacerbating inequality. In this article, we ask, in such a context, what is the role of mathematics education and, in particular, what can mathematics teacher educators (MTEs) do in supporting teachers to respond to global challenges, and the associated…

In this study we aimed to understand teaching mathematics through problem posing based on an analysis of 22 teaching cases. Teaching mathematics through problem posing starts with problem-posing tasks. This study provides not only specific examples of problem-posing tasks used in classrooms but also related task variables to consider when…

This article reports two primary school teachers' perceptions of the effectiveness of lessons based on a problem-solving intervention. The intervention included enabling and extending prompts, independent student struggle time initially and time to share problem-solving strategies at the end. The intervention had two versions: one included whole…

"Assumptions" play a fundamental role in disciplinary mathematical practice, especially concerning the relativity of truth. However, much is still unclear about ways to help students recognize key aspects of this role. In this paper, we propose a set of principles for task design to introduce students to the role of assumptions in…

The premise on which our synthesis is based is the fragmentation of research focused on teaching and learning in mathematics. Our intention is to build an aggregate synthesis from these sources in the context of school education and meaningful learning. Our research targets the links between the different approaches used in teaching, interaction…

The purpose of this intervention study was to develop and evaluate a support model for teachers, designed to assist them in diagnosing students' (age 16-19 years) difficulties and providing feedback to support students' mathematical problem solving. Reporting on an iteration in a design research project, the results showed that the support helped…

Representations are used throughout school mathematics for students to both think through a problem and communicate their ideas. Students also often come to mathematics class with a repertoire of representations. This article presents the ideas of different and multiple representations with conceptual connections as their underlying distinguishing…

The study explores implementing a didactical design approach in elementary school students learning mathematical concepts such as factors and multiples. This research was conducted over four meetings at one of the elementary schools in Bantul Regency, Yogyakarta, Indonesia. The research subjects consisted of one class teacher and seventeen…

We offer an analysis of calculus assessment items that highlights ways to evaluate students' application of important meanings and support their engagement in generative ways of reasoning. Our central aim is to identify characteristics of items that require students to apply their understanding of key ideas. We coordinate this analysis of…

The development of students' mathematical problem-solving skills is contingent upon the approaches and methods employed by primary school teachers. This research endeavors to scrutinize the effectiveness of primary school teachers in their roles within the problem-solving process, with particular attention directed toward their inquiry techniques,…

It may sound strange, but in today's mathematics classroom, teachers are encouraged to have students struggle. This struggle, however, is not what might come to mind upon first hearing the word. The struggle I refer to here is what researchers have termed "productive struggle," which is present when students must persevere in solving…

The teaching and learning of mathematics in sub-Saharan African countries is dominated by teacher-centred pedagogies rather than student-centred ones. Observations of mathematics teachers at two private schools in South Sudan confirmed such practices. This inspired the researchers to design an intervention to help six primary mathematics teachers…

Positioning teachers as designers of curricular resources invites opportunities for exploration at the intersection of content, pedagogy, and design. As researchers accepting greater responsibility for preparing teachers to maintain a commitment to their pedagogical vision in practice, this work seeks to cultivate the imagination of humanistic…