This paper reports three mathematics leaders' reflective accounts of leadership involving working with teachers in primary classrooms. A "nutshell" of each leader's interview is presented in sections: leading change, knowledge creation and relationship building. Similarities and differences in their leadership are described in terms of…

This study examines the impact of tutorial engagement on Collaborative Preferences for Learning Mathematics (CPLM) in a tertiary context. A two-way mixed ANOVA analysed these preferences over a semester in a sample of undergraduate students. As expected, collaborative engagement had a significant main effect, with students who collaborated more…

In parallel with the prevalent deficit view of elementary teachers in mathematics in the U.S., there is a prevailing concern that preservice elementary teachers lack competence in mathematics. Viewing this phenomenon as gender performance, we examine how preservice elementary teachers navigate gendered teacher education. Drawing on Butler's notion…

In this article, we investigate the effects of the app "Fingu" on a child's understanding of the part-whole concept. Using the Artifact Centric Activity Theory framework, we initially analyse the internalisation and externalisation processes that appear to occur during one child's use of the app. Based on the learning from this process,…

Background: While there exists a large body of research on the benefits of play in supporting children's mathematical learning, the vast majority of such research has been conducted in early childhood or informal contexts, rather than formal K-12 schools. Moreover, this research has predominantly focused on adults' perspectives of children's play.…

Maths starts with children's first experiences of their world with understanding spatial relations, and then continues with their experiences to extend their learning. The learning process starts before formal education and moves along with school learning. As the first stage of formal learning, early years and early years teachers play an…

In this study, we examine the real-time decision-making processes of a teacher in a UK post-16 mathematics classroom focusing on the integration of student-centred teaching methods. The contribution of this study is a transdisciplinary theoretical discussion which links teachers' actual classroom practices (often traditional and teacher centred)…

Although researchers have found that digital games are beneficial for mathematics learning, definitive guidelines for the effective integration of games within instruction are still needed. Specifically lacking is "practical guidance for how (when, with whom, and under what conditions) games can be integrated into the learning process to…

Professional noticing has been stressed as one of the key professional competencies that teachers must develop. To date, there is a robust amount of literature on teacher noticing with a focus on students' mathematical thinking. However, we have thus far not found any study that focuses on teacher noticing of classroom situations in which…

We provide a gentle alert that the standard definitions of basic algebraic structures--such as that of a group--contain aspects that may be questionable to students, and discuss what instructors could do to minimise the questionability.

I provide a visual proof for the "Convergence of a Hyper power sequence," which generalises a beautiful result; also proved visually by Azarpanah in 2004.

With the sudden onset of the pandemic, little was known about the implications of transitioning college mathematics classes to online environments. In light of many students' difficulties in passing remedial and first-year mathematics courses in both synchronous and asynchronous classrooms, gaining an understanding of the impact of this transition…

Research has shown that computational thinking and kindergarten mathematics instruction can be integrated; however, evidence of how specific mathematical knowledge relates to computational thinking remains scarce. Additionally, we do not know if and how children's mathematical knowledge co-occurs with computational thinking and how these…

The ability to solve mathematical problems has been an interesting research topic for several decades. Intuition is considered a part of higher-level thinking that can help improve mathematical problem-solving abilities. Although many studies have been conducted on mathematical problem-solving, research on intuition as a bridge in mathematical…

I investigated the relationships between mathematics achievement on the Iowa Assessments and the mastery of four epistemic actions: selecting, analyzing, computing, and representing. These epistemic actions play a crucial role in characterizing mathematical reasoning and are essential for solving mathematics problems in the Iowa Assessments across…