This study aims to understand the instructional interactions that foster students' generalizing. By analysing video-recorded lessons from 13 different Grade 3 classrooms in which an early algebra intervention was implemented, activities related to generalizing and students' generalizing activities were identified, and the nature of the…

This dissertation study aims to understand the instructional interactions that foster students' generalizing. By analyzing video recorded lessons from 13 different Grade 3 classrooms in which an early algebra intervention is being implemented, activities related to generalizing and students' generalizing activities were identified, and the nature…

This paper examines the implementation of an instructional module on Preservice Elementary Teachers' (PSETs) professional noticing of children's mathematical thinking as defined by Jacobs, Lamb, and Philipp (2010). The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video…

The purpose of this study was to investigate the ways that teachers use connected classroom technology (CCT) in conjunction with the Texas Instruments Nspire calculator to potentially support achievement on Algebra problems that require translation between representations (i.e., symbolic to graphical). Four Algebra I classrooms that initially…

Getting students adopt the habits of mind specific to many disciplines can be seen as an anchor that will support them to solve the problems in their daily lives. Starting from this premise, a new subject, featuring the habits of mind and how to use and improve them in educational environments seems to worth thinking on. This article describes an…

Researchers of mathematics education have been paying attention to the affective aspect of learning mathematics for more than one decade. Different theoretical frameworks have been suggested to analyze this aspect, where we utilize in the present research the discursive framework of Evans, Morgan and Tsatsaroni. This framework enables to link…

Efforts to enhance the aesthetic impact of mathematics lessons must account for the role of teachers in shaping the unfolding mathematical content of their enacted lessons. In this paper, we draw from Dietiker (2015) to describe differences in the mathematical stories of the enacted lessons of two veteran teachers teaching the same lesson. We…

Proving that a given set is indeed a subgroup, one needs to show that it is non-empty, and closed under operation and inverses. This study focuses on the first condition, analysing students' responses to this task. Results suggest that there are three distinct problematic responses: the total absence of proving this condition, the problematic…

The aim of the study is to conceptualize the technology-aided mathematical modelling process in the frame of cognitive modelling perspective. The grounded theory approach was adopted in the study. The research was conducted with seven groups consisting of nineteen prospective mathematics teachers. The data were collected from the video records of…

Each year about half a million students fail to make planned academic progress due to college algebra, hence the need for researchers to find ways of improving the quality of instruction in the course. Recent research suggests that flipping college algebra to allow time for active learning in the classroom may improve student performance. Also,…

The purpose of this study was to examine the ways that teachers use Connected Classroom Technology (CCT) to potentially support achievement on translation problems that require moving between algebraic representations. Four mathematics classrooms were chosen based on their gain scores on pre- and post-test Algebraic translation problems. Two…

This paper provides a method for analysing undergraduate teaching of proof-based courses using Toulmin's model (1969) of argumentation. It presents a case study of one instructor's presentation of proofs. The analysis shows that the instructor presents different levels of detail in different proofs; thus, the students have an inconsistent set of…

This study examines elementary- and middle-grade teachers' understanding of the mathematical learning progression as they participated in a 6-month professional learning project. Teachers participated in a professional development project that consisted of a 1-week summer content-focused institute with school-based follow-up Lesson Study cycles in…

The authors used a mixed-methods research design to evaluate a multi-tiered system of supports model to address the disturbing failure rates of underprepared college students placed in developmental mathematics at a small state university. While qualitative data gathered from using Participatory Action Research methods directed the two-year…

This study is a descriptive examination of uptake that occurred during classroom discourse in 33 Algebra I classrooms in nine U.S. states. Uptake refers to the act of taking up mathematical comments, questions, and constructions as objects of discourse. Uptake is important because it can be used for scaffolding authentic opportunities to learn and…