This Case Study reviews a quasi-experimental research project in the field of the scholarship of teaching and learning. Researching the effects of pedagogic interventions poses a number of methodologic challenges. Our original research goal was to create an assignment that would ameliorate the problem of content knowledge loss. Teaching and…

The current research implemented the Predict Observe and Explain (POE) instructional approach in mathematics and examined its efficacy in enhancing students' understanding of functions in terms of their ability to connect algebraic and graphical representations in optimization problems. Two grade 11 classes (40 students in total) and two grade 10…

This study's purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention…

Since the beginning of the 21st century, design education has been gaining momentum across disciplines as a means to equip students with skills relevant in the job market as well as to tackle wicked problems. One of the core assumptions behind integrating design education to other disciplines focuses on the need for hands-on and experiential…

This study aimed to examine Grade 7 students' perceptions toward Math word problems to help improve their problem-solving skills since the said skill is important and essential for all students to possess. This study used a descriptive survey made by the researchers and consisted of 15 statements of feelings regarding Math word problems; the…

Arithmetic problem solving is a crucial part of mathematics education. However, existing problem solving theories do not fully account for the semantic constraints partaking in the encoding and recoding of arithmetic word problems. In this respect, the limitations of the main existing models in the literature are discussed. We then introduce the…

There is a growing awareness that many children are not developing fast and accurate retrieval-based strategies for solving single-digit addition problems. In this study we individually assessed 166 third and fourth grade children to identify a group of children (called accurate-min-counters) who frequently solved simple single-digit addition…

In this study, we aim to explain choices that groups of preservice teachers made to implement modelling tasks in primary school. We found that the preservice teachers decided to facilitate everyday-inspired contexts for the tasks and that this could be explained by their reasoning that modelling is supposed to be an activity close to reality.…

Flexible teaching of mathematics word problems is essential to improve learning. Flexible teaching is vital in terms of providing meaningful learning, creating inclusive learning spaces and making content accessible. As such, teachers need to strive to provide flexible teaching of mathematics word problems in order to optimise and maximise…

Teaching and learning Calculus concepts and procedures, particularly the definite integral concept, is a challenge for teachers and students in their academic careers. In this research, we supplement the analysis made by different authors, applying the theoretical and methodological tools of the Onto-Semiotic Approach to mathematical knowledge and…

A solid understanding of fractions is the cornerstone for acquiring proficiency with rational numbers and paves the way for learning advanced mathematical concepts, such as algebra. Fraction difficulties limit not only students' educational and vocational opportunities but also their ability to solve everyday problems. Students who exit 6th grade…

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…

With the aim of engaging more students in meaningful thinking in mathematics, a cohort of Year 7 students were introduced to a 'Building Thinking Classrooms' framework for learning in mathematics. In this paper, the authors outline the key features of the implemented framework and share reflections on challenges and benefits.

The tradition of studies involving the combinatorial approach to recurring numerical sequences has accumulated a few decades of tradition, and several problems continue to attract the interest of mathematicians in several countries. This work specifically discusses the Fibonacci, Pell, and Jacobsthal sequences, focusing on Mersenne sequences. The…

We presented two empirical studies to assess the efficacy of two Deep Reinforcement Learning (DRL) frameworks on two distinct Intelligent Tutoring Systems (ITSs) to exploring the impact of Worked Example (WE) and Problem Solving (PS) on student learning. The first study was conducted on a probability tutor where we applied a classic DRL to induce…