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Soldano, Carlotta; Luz, Yael; Arzarello, Ferdinando; Yerushalmy, Michal – Educational Studies in Mathematics, 2019
The paper describes two versions of an inquiry-based activity in geometry, designed as a game between two players. The game is inspired by Hintikka's semantic game, which is a familiar tool in the field of logic to define truth. The activity is designed in a dynamic geometry environment (DGE). The inquiry is initially guided by the game itself and…
Descriptors: Geometry, Semantics, Mathematics Instruction, Inquiry
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Schukajlow, Stanislaw; Achmetli, Kay; Rakoczy, Katrin – Educational Studies in Mathematics, 2019
The development of multiple solutions for a given problem is important for learning mathematics. In the present intervention study, we analyzed whether prompting students to construct multiple solutions (more precisely: prompting them to apply multiple mathematical procedures to real-world problems) and prior self-efficacy influenced students'…
Descriptors: Mathematics Instruction, Self Efficacy, Teaching Methods, Student Attitudes
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Roos, Helena – Educational Studies in Mathematics, 2019
This literature review focuses on the definitions and roles of "inclusion" in the field of mathematics education to help promote the sustainable development of inclusion in the discipline. Discourse analysis was used to analyse 76 studies published between 2010 and 2016. The results show that the term "inclusion" is used both…
Descriptors: Mathematics Instruction, Inclusion, Teaching Methods, Intervention
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Sánchez-Matamoros, Gloria; Fernández, Ceneida; Llinares, Salvador – Educational Studies in Mathematics, 2019
This study explores relationships among prospective secondary teachers' skills of attending to relevant mathematics elements in students' answers, interpreting students' mathematical understanding, and proposing instructional actions. Thirty prospective secondary mathematics teachers analyzed three high school students' answers to three problems…
Descriptors: Mathematics Instruction, Teaching Methods, Teacher Education Programs, High School Students
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Weixler, Simon; Sommerhoff, Daniel; Ufer, Stefan – Educational Studies in Mathematics, 2019
The empirical law of large numbers is an important content in secondary school mathematics. Tasks used to analyze students' understanding of this law are often based on the hospital problem, but vary in various features, leading to mixed and conflicting empirical results. To identify task features that support students when approaching this type…
Descriptors: Numbers, Mathematics Instruction, Problem Solving, Secondary School Mathematics
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Dawkins, Paul Christian; Inglis, Matthew; Wasserman, Nicholas – Educational Studies in Mathematics, 2019
This paper analyzes some of the ambiguities that arise among statements with the copular verb "is" in the mathematical language of textbooks as compared to day-to-day English language. We identify patterns in the construction and meaning of "is" statements using randomly selected examples from corpora representing the two…
Descriptors: Mathematics Education, Language Usage, Verbs, Textbook Content
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Mithalal, Joris; Balacheff, Nicolas – Educational Studies in Mathematics, 2019
In this article, we examine how it is possible, in the teaching and learning of geometry, to bridge the gap between problems involving drawings and figures, which is essential to the learning of mathematical proof. More precisely, the way students' drawing perception has to evolve, from Iconic Visualization to Non-Iconic Visualization (Duval,…
Descriptors: Geometry, Geometric Concepts, Mathematics Instruction, Mathematical Logic
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Berger, Margot – Educational Studies in Mathematics, 2019
A broad categorisation of different reading styles for mathematics text is generated in this research. The styles derive from those found in literature around academic reading skills. These styles are inductively refined using video transcripts of five specially chosen students studying out loud from a prescribed mathematics textbook. The context…
Descriptors: Reading Processes, Mathematics Instruction, Reading Skills, Video Technology
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Valoyes-Chávez, Luz – Educational Studies in Mathematics, 2019
Reform-based discourses in mathematics education have fabricated different subjectivities for teachers such as the "traditional" and the "new" teacher. Professional development programs are proposed as effective mechanisms to fabricate the "new" teacher. However, this teacher has proved hard to produce. Thus, the…
Descriptors: Mathematics Instruction, Mathematics Teachers, Faculty Development, Resistance to Change
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Nachlieli, Talli; Tabach, Michal – Educational Studies in Mathematics, 2019
Ritual teaching, which provides students with ritual opportunities to learn, is common worldwide, notwithstanding extensive research calls for more reform-oriented teaching. Such resilience to change suggests that there are gains for ritual teaching. Therefore, in this study, we search for possible goals of ritual teaching. For this purpose, we…
Descriptors: Mathematics Instruction, Educational Opportunities, Grade 8, Mathematics
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McCloskey, Andrea; Lloyd, Gwendolyn; Lynch, Courtney – Educational Studies in Mathematics, 2019
This study offers an account of ways in which "ritual" (McCloskey, 2014) serves as a lens for identifying societal and cultural patterns related to mathematics teaching and learning in present-day US classrooms. We use data from an ethnographic study of a fifth grade mathematics classroom in which a student teacher and a mentor teacher…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 5, Fractions
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Coles, Alf; Sinclair, Nathalie – Educational Studies in Mathematics, 2019
In this paper, we propose a way of thinking about ritual that is new to mathematics education research and that challenges the more common approaches to ritual that dichotomise thinking and acting. We argue for a material, monist conceptualisation of ritual, which we refer to as ritualisation. In the context of early number work, we show that…
Descriptors: Repetition, Rote Learning, Mathematics Education, Numbers
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Lavie, Irit; Steiner, Aya; Sfard, Anna – Educational Studies in Mathematics, 2019
In this paper, learning is conceptualized as a process of routinization of learners' actions. We begin by operationalizing the keyword "routine." Two categorizations of routines are then offered. First, we distinguish between "practical" and "discursive" routines, discuss the process of their historical…
Descriptors: Student Attitudes, Teachers, Students, Repetition
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Robertson, Sally-Ann; Graven, Mellony – Educational Studies in Mathematics, 2019
This paper illuminates challenges confronting teachers and students at the literacy/numeracy interface in contexts where students have not developed sufficient English language proficiency to be learning mathematics through English but, due to socio-politically and economically driven perceptions are being taught in English. We analyse transcript…
Descriptors: Mathematics Instruction, Numeracy, Foreign Countries, Grade 4
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Heyd-Metzuyanim, Einat; Smith, Margaret; Bill, Victoria; Resnick, Lauren B. – Educational Studies in Mathematics, 2019
We employ Sfard's ("Thinking as communicating," 2008) "ritual towards exploration" idea to theorize the learning trajectory of two middle school teachers attending a professional development (PD) program designed around the "5 Practices for Orchestrating Productive Discussions" and Accountable Talk. Data included four…
Descriptors: Middle School Teachers, Faculty Development, Mathematics Teachers, Mathematics Instruction
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