This paper investigates the phenomenon of compartmentalisation of knowledge in the teaching and learning of continuous probability distributions and integral calculus at the secondary-tertiary transition in France. Using the Anthropological Theory of the Didactic (ATD), and in particular the key notion of praxeology, we investigate in which sense…

The multi-faceted nature of mathematics knowledge for teaching, including pedagogical content knowledge (PCK), has been studied widely in elementary classrooms, but little research has focused on senior secondary mathematics teaching. This study utilised the Knowledge Quartet (Rowland et al., "Research in Mathematics Education," 17(2),…

Academic scholars face a difficult challenge when attempting to grasp the intricate world of mathematics. The complexity of mathematical concepts often lies hidden beneath layers of formulas and procedures, obscuring their true essence. Traditional educational resources often fall short in conveying the profound meaning behind these concepts,…

High school calculus has become indispensable for students seeking a college degree in a STEM field. However, in the present study, we argue that the mathematics opportunities that students seize (when afforded) in middle grades are the key to earning calculus credit in high school. To take calculus in high school, students usually need to take…

As a component of the ongoing development of the mathematics curriculum in China, we compare the country's high school mathematics textbooks with those of several other countries. We base our analysis on the assumption that textbooks, as primary printed teaching resources, are key tools for interpreting educational policy. In this paper, we…

This article reports on a study designed to estimate the effect of high school coursetaking in the algebra-calculus pipeline on the likelihood of placing out of postsecondary remedial mathematics. A nonparametric variant of propensity score analysis was used on a nationally representative data set to remove selection bias and test for an effect…

This Framework builds upon the foundation of the 2010 Massachusetts Curriculum Framework for Mathematics as well as versions of the Massachusetts Mathematics Framework published since 1995. The current Framework incorporates improvements suggested by Massachusetts educators after six years of experience in implementing the 2010 standards in their…

Faced with a chronic shortage of single-subject mathematics teachers and a directive from the federal legislation "No Child Left Behind" that all students are taught by highly qualified teachers, California instituted a new subject-matter competency exam, the California Subject Exam for Teachers for Mathematics (CSET), and created a new…

This volume, a comprehensive survey and critical analysis of today's issues in mathematics education, distills research to build knowledge and capacity in the field. The compendium is a valuable new resource that provides the most comprehensive evidence about what is known about research in mathematics education. The 38 chapters present five…

Teachers know that Differentiated Instruction (DI) helps all students to learn. Yet DI challenges teachers, and nowhere more than in mathematics. In this new book, written specifically for secondary mathematics teachers, the authors cut through the difficulties with two powerful and universal strategies that teachers can use across all math…

A magazine article is shown to contain material that could lead to discussions of several topics in mathematics. The article and the related mathematics are discussed in detail. (MP)

Presents a solution to the problem of finding the probability that a needle would cross a crack in a tile floor when dropped. (MKR)

Explores a birthday-related problem that asks about the probability of having people with the same birthday in a room. Utilizes spreadsheets to work on the problem and discusses related teaching issues. Contains 20 references. (ASK)