This study examined auditive and visual working memory and metacognitive knowledge in 92 gifted children (aged between eight and twelve), utilising a pre-test-training-post-test design, known as the cognitive training design. This approach was used to examine the working memory and metacognitive knowledge of gifted children concerning the…

This study aims to analyze the problem-posing skills of primary school mathematics teacher candidates with problem-posing experience and their views on problem posing. The case study, one of the qualitative studies, was used in the study. The study group is ten prospective elementary mathematics teachers who were selected using the purposive…

There is a growing interest in using comparative judgement as a peer assessment tool involving students choosing the 'better' of two pieces of work. However, it has not been shown whether peer assessment through comparative judgement is effective for students' learning. To gain a better understanding of the comparative judgement process, we…

Mathematical word problem solving is influenced by various characteristics of the task and the person solving it. Yet, previous research has rarely related these characteristics to holistically answer which word problem requires which set of individual cognitive skills. In the present study, we conducted a secondary data analysis on a dataset of N…

Techniques for applying mathematical concepts in the real world: six rarely taught but crucial tools for analysis, research, and problem-solving. Many young graduates leave school with a solid knowledge of mathematical concepts but struggle to apply these concepts in practice. Real scientific and engineering problems are different from those found…

This paper presents research activity in the solution of geometric tasks by mathematics teachers and by mathematics teacher trainees at a College of Education as part of an advanced courses. This activity tested the level of knowledge and ability to apply it in the solution of problems that can be solved in a number of ways: by using various tools…

The learning of mathematics poses specific linguistic challenges. Amongst them, teachers and students need to be able to unpack the language used in mathematics word problems to understand its context, discern the relationships between the known and unknown information, and identify relevant solution strategies. Prior research has described some…

Providing adequate proof is one essential mathematical method, but it is a difficult task for many school-age students. While previous studies have revealed the cognitive factors of proving the proof, the function of affective factors and learning engagement has been largely unexplored. This study examined the effects and processes associated with…

The purpose of this article is to report how Year 6 teachers used geometric reasoning tasks to foster students' mathematical attitudes and dispositions by encouraging communication as students constructed mathematical meaning for themselves. The Year 6 teachers implemented two tasks to provide a rich mathematical assessment opportunity…

To explain children's difficulties learning fraction arithmetic, Braithwaite et al. (2017) proposed FARRA, a theory of fraction arithmetic implemented as a computational model. The present study tested predictions of the theory in a new domain, decimal arithmetic, and investigated children's use of conceptual knowledge in that domain. Sixth and…

Peer assessment is an underutilized tool in mathematics classrooms. We examined how peer assessment could be used in a mathematics course to improve mathematical communication and mathematical proficiency. To describe in what ways peer reviews compared to teacher reviews, we analyzed ratings and feedback of 32 6th graders and their mathematics…

This study investigated how motivational orientations and learning strategies predict ninth graders' non-routine mathematical problem-solving anxiety. Non-routine mathematical problem-solving anxiety classification and prediction were investigated through TwoStep cluster analysis, linear discriminant analysis, and logistic regression. 274 ninth…

At the start of every school year, teachers typically wonder what their new students know coming into the grade level. Sometimes, though, they place too much emphasis on what children do not know or have forgotten over summer break. After all, those gaps can be glaring. Helping their students grow is like helping an acorn grow; they must watch for…

Solving systems of linear equations is of central importance in linear algebra and many related applications, yet there is limited literature examining the symbolizing processes students use as they work to solve systems of linear equations. In this paper, we examine this issue by analyzing final exam data from 68 students in an introductory…

How students' rigid perceptions of mathematics persist over years has been a conundrum. Students not only think that only one solution exists for a mathematical task (Schoenfeld 1985) but also rigidly fuse mathematical concepts with specific tasks. Students deserve to learn a variety of mathematical strategies to flexibly deploy at will. Teaching…