Many schools aim to implement Assessment for Learning (AfL) to stimulate students to take more ownership of their learning and develop self-regulatory skills. This survey-based study is among the few in the field showing how students experience the extent of implementation of AfL, here in English language and mathematics classes in 12 Dutch…

Recently scholars have advocated for using teachers' practice as a site for teacher learning. The recent proliferation of online, digital spaces, including simulated classrooms, has paved the way for novel approaches within practice-based teacher education. Yet, limited research has investigated the extent to which and how the use of online,…

The School of Engineering of the Polytechnic of Porto (ISEP) has embraced the DrIVE-MATH project, since September 2017. Active-learning (AL) techniques were implemented in several Math courses, namely Linear Algebra and Analytic Geometry, Probability and Statistics, Statistical Models, Computational Mathematics, and Differential and Integral…

In response to recent interest in K-12th students' mathematics identity formation and its implications for achievement, the present study examines the relationship between learners' mathematics identity and student achievement while simultaneously accounting for teacher-enacted instructional practices in mathematics. Drawing from HSLS:2009, a…

We study the ideas about teaching and learning mathematics that undergraduate students generate when they encounter tasks designed to embed approximations of teaching practice in mathematics courses taken by a general population of students. These tasks attend to the dual goals of developing an understanding of mathematics content and an…

The aim of this research is to investigate the impact of the COVID-19 closures from the perspective of students studying mathematics at university level in Ireland. A survey was designed and administered to students who were enrolled in at least one mathematics module in an Irish university at the time of the closures. The survey comprised three…

Problem-based instruction (PBI) is a research-based, student-centered instructional strategy that uses rich mathematical tasks to connect students' previously acquired math knowledge to new mathematical concepts. Unlike traditional teaching and learning strategies, PBI facilitates learning by making connections between mathematical concepts and…

Education reforms in the United States and abroad have increased efforts to improve student interest and capacity in STEM (science, technology, engineering, and mathematics). Despite these attempts, students still have little opportunity to engage in STEM learning in K-12 education. This qualitative case study was designed to investigate how…

We investigated the advancement of self-regulated learning (SRL) in diverse educational settings, including science, mathematics, and humanities disciplines. We identified practices for assessing students' SRL and encouraging reflection. The research questions were: (1) Can sustained changes in students' perceptions of SRL over time be assessed,…

This study aims (1) to develop an instructional model to enhance mathematical literacy for secondary students and (2) to examine the effects of using this instructional model. The sample group consisted of students from Lampabpla Wittayakarn School, under the jurisdiction of the Surin Secondary Educational Service Area Office in Thailand by using…

The purpose of this study was to investigate the effect of the Sheltered Instruction Observation Protocol (SIOP) strategies upon English language learners' (ELLs) self-efficacy and academic performance in the mathematics classroom. Being able to face academic challenges, while maintaining a high level of motivation and enjoyment in mathematics is…

Although research in mathematics education has yielded a great number of results on mathematics teachers' beliefs in recent decades, it is still an open question as to whether these teachers' beliefs are stable or not. However, since mathematics teachers' beliefs are perceived to be the default of their classroom practices, it is important to gain…

Besides homework assignments, optional quizzes are a commonly used means for formative assessment in tertiary mathematics education. Instructors, for example, implement these to help students detect gaps in their understanding, or to foster a continuous and active engagement with the content. The extent to which these goals are reached, however,…

One hundred and eighty ethnic minority students studying in Hong Kong mainstream schools were found to value "knowledge," "activities," "practice," "product," "inquiry," "process," "feedback," and "technology" in their mathematics learning. To identify these values, a…

This study investigates the identity development of prospective teachers (PTs) in a mathematics methods course informed by equitable mathematics teaching practices. The experiences and interpretations expressed by PTs are examined through their reflections during the course. Narrative analysis of PTs' foregrounds provides a comprehensive picture…