Recent research demonstrates that mathematics teachers rely on a variety of curriculum materials and must make meaning and synthesize these materials for use in a particular place with particular students. While there are multiple theories about the nature of this work and the factors which influence this work, the field continues to lack a…

The persistence of a 120 year-old mathematics curriculum despite dramatic changes in society (Dossey et al., 2016; NCTM, 2018) and the failure of the US mathematics education system to achieve many of its stated aims, especially for students from traditionally marginalized populations (Attridge & Inglis, 2013; Carnevale & Desrochers,…

This study aimed to evaluate the value of justice, one of the 10 core values in the mathematics course curriculum, in the context of an exemplary activity in classroom practice and student interviews, where it was integrated into mathematics learning goals. The case study model was employed. The sample of the study included eight 7th-grade…

The promotion of belonging, purpose, and growth mindset through subtle social psychological interventions has been shown to positively impact student outcomes (Lazowski & Hulleman, 2016; Walton & Cohen, 2007; Yeager & Walton, 2011; Yeager et al., 2016). This study explores how instructor messaging and intentional course design can…

Open educational resources (OER) have gained immense popularity in recent years, due to their ability to offer students and educators access to high-quality, free-to-use educational materials. The widespread use of OER has also been driven by the increasing availability of digital resources and the internet, which has made it easier to create and…

Enhancing understanding is crucial for "all" students. Instructional approaches have been developed to achieve this goal, yet little is known about the kind of support that teachers need for their effective implementation. We compare two support conditions designed to enable teachers to enhance students' understanding of the mathematical…

This essential handbook is a must-have for anyone teaching mathematics and statistics in Aotearoa New Zealand, from student teachers to experienced educators. It offers a comprehensive resource for both primary and secondary school teachers, filled with classroom-ready activities designed to engage diverse learners and foster positive mathematics…

This article describes how the authors developed the activity Speaqual to enable their students to "speak" about the "equal" sign and foster communication of their reasoning. The article explains how to play Speaqual and how the students were thoroughly engaged in a friendly competition, centralizing algebraic concepts and…

Within a multitiered system of support (MTSS), students who struggle to learn mathematics often receive core instruction and supplemental intervention in different settings, with different teachers and different sets of curriculum materials, all of which can result in poor alignment. This curriculum crosswalk describes how three sets of materials…

This article reports on the understanding of the function concept by pre-service mathematics teachers from two countries (Germany and Croatia). We focused on investigating students' concept definition and concept image of the function in relation to their curriculum experiences. Data were collected using a questionnaire in the form of open-ended…

The educationists and the statesmen of different eras have casted mathematics education in different forms, and it has swayed to and from the elites to the commoners several times. The vision of the educationists always took tolls on mathematics curriculum, which survived the maximum change during the past one century. Several unorganized or…

Advocacy of STEM curricular approaches is based on a concern to engage students in authentic disciplinary and interdisciplinary practices in the STEM (science, technology, engineering, mathematics) disciplines, and the need to promote participation in STEM pathways. The "STEM Academy" professional learning program was developed to…

In interdisciplinary Science, Technology, Engineering and Mathematics (STEM) education, empirical evidence is required that points to the educational contribution of mathematics. Specifically, researchers are not clear how mathematics weaves itself through the STEM education meta-discourse. This article contributes to pedagogical practices in…

To address the challenge of low academic results in mathematics the district adopted a new curriculum. After three years of utilizing a problem-based learning mathematics curriculum resource, there is a varied degree of utilization and teacher buy-in with regards to a district implemented problem-based curriculum. During this time, there has been…

Mathematics teachers make numerous decisions that form lessons that in turn greatly influence what students learn. In making these decisions, teachers rely on their curricular reasoning (CR) to decide on what mathematics to teach, how to structure their lesson, and what problems or tasks to use to achieve their lesson goals. However, teachers…