Mathematical problem-posing and modeling are essential skills in developing students' analytical thinking and problem-solving abilities. This study aims to examine correlation between 9th-grade students' problem-posing and mathematical modeling skills within the learning domain of numbers and algebra. Additionally, it evaluates students'…

This article details an exploratory data analysis project using the Common Online Data Analysis Platform (CODAP) based on the "Guidelines for Assessment and Instruction in Statistics Education" (GAISE) four-part statistical problem-solving model. The project goal was to answer what similarities and differences exist within the school…

The use of the algebraic method for solving word problems is a challenging topic for secondary school students. Students' difficulties are usually associated with extracting the problem's network of relationships between quantities and with formalizing these relationships into algebraic language in a problem model. Both sources can coexist and…

Although group work is considered beneficial for problem solving, the listening that is needed for jointly solving mathematical problems is under-researched. In this article, the usefulness of two communication frameworks for understanding students' listening is examined, using data from an educational design research study in an upper secondary…

The research entitled The Development of Learning Activity through KWDL Technique Combined with BAR Model to improve problem-solving Ability in Math for Secondary 1 (Grade 7) Students made use of a quasi-experimental design wherein the experimental group was exposed to learning activities through the KWDL technique combined with BAR model while…

While the importance of collaborative problem-solving has been highlighted as an important skill by the OECD (Organisation for Economic Co-operation and Development), no specific model exists for mathematics facilitators to implement when engaging their students in group problem-solving. In this paper, we introduce the CoPs model for Collaborative…

In the era of 21st century learning, many secondary students with learning disabilities continue to struggle with mathematics problem solving. Emerging evidence suggests self-regulated strategy development can be combined with existing evidence-based and promising practices during mathematics instruction. These practices include explicit…

A mathematics framework was developed to integrate problem-solving that incorporated simulation of real-life problems in the classrooms. The framework coined as the "RECCE-MODEL" emphasised understanding and thinking with a view on mathematics embedded in real-life. The "RECCE" which stands for Realistic, Educational,…

The ability to think mathematically includes many mental activities which involve the workings of the brain. To describe students' mathematical thinking ability, one of the efforts that can be done is to apply the mathematical problem-based learning model. It involves students to solve a problem through scientific method stages, so that students…

Metacognitive strategies are needed to solve complex problems such as mathematical modelling problems in groups in a goal-oriented and successful manner. In this paper, the results of an intervention study aiming at enhancing students metacognitive group strategies for modelling are presented. Students from 18 different classes (grade nine and…

Cognitive Load Theory's Four Component Instructional Design (4C/ID) Model has been used in mathematics education but not confirmed as an instructional theory. Using the Factors Influencing College Success in Mathematics (FICSMath) project and confirmatory factor equation modeling, we empirically validated the model and created the 4C/IDMath Model.…

In support of efforts to foreground functions as central objects of study in algebra, this study provides evidence of how secondary students use trigonometric functions in contextual tasks. I examined secondary students' work on a problem involving modeling the periodic motion of a Ferris wheel through the use of a visual programming environment.…

Using memorized rules and algorithms without coherence and understanding is a perennial problem for teachers and students especially in the teaching and learning of fraction operations. I present data in which prospective middle school teachers explain a commonly used rule for fraction division--keep-change-flip. I argue that using both strip…

Skills associated with self-determination (e.g., self-regulation, problem solving, goal-setting, planning) are infused throughout all secondary content standards, including career and college readiness standards for which all students are responsible. Given research demonstrating the link between self-determination and positive school and…

One of the primary expectations that the author has for her students is for them to develop greater independence when solving complex and unique mathematical problems. The story of how the author supports her students as they gain confidence and independence with complex and unique problem-solving tasks, while honoring their expectations with…