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Toluk-Ucar, Zulbiye; Bozkus, Figen – International Journal for Mathematics Teaching and Learning, 2018
The purpose of this study was to investigate how prospective elementary school mathematics teachers and elementary school students' ability to distinguish proportional situations from nonproportional situations differ or are alike. Participants of the study were 319 prospective primary and middle school teachers and 320 elementary school students…
Descriptors: Elementary School Students, Preservice Teachers, Mathematics Instruction, Elementary Education
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Çelik, Derya – International Journal for Mathematics Teaching and Learning, 2015
Linear algebra is one of the most challenging topics to learn and teach in many countries. To facilitate the teaching and learning of linear algebra, priority should be given to epistemologically analyze the concepts that the undergraduate students have difficulty in conceptualizing and to define their ways of reasoning in linear algebra. After…
Descriptors: Algebra, Mathematics Instruction, Mathematical Concepts, Concept Formation
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Nyman, Rimma – International Journal for Mathematics Teaching and Learning, 2015
This article presents results from an empirical study of how student engagement is visible during introductory algebra. Previously, the notion of engagement in mathematics has been studied from students' and researchers' perspectives. This study is instead focused on teachers' perspectives on student engagement. Eight teachers in grade 6-7 have…
Descriptors: Educational Indicators, Educational Practices, Introductory Courses, Algebra
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Tekin-Sitrava, Reyhan; Isiksal-Bostan, Mine – International Journal for Mathematics Teaching and Learning, 2014
This qualitative study examined middle school students' performance, solution strategies, difficulties and the underlying reasons for their difficulties in calculating the volume of a rectangular prism. The data was collected from 35 middle school students (6th, 7th and 8th grade students) enrolled in a private school in Istanbul, Turkey. The data…
Descriptors: Qualitative Research, Middle School Students, Secondary School Mathematics, Mathematics Instruction
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Bautista, Alfredo; Brizuela, Bárbara M.; Glennie, Corinne R.; Caddle, Mary C. – International Journal for Mathematics Teaching and Learning, 2014
Professional development (PD) programs often evaluate their impact on teachers' learning by assessing teachers either individually or in groups. The goal of this paper is to illustrate the variety of paths teachers might follow as a result of working in groups within online PD settings. Data are drawn from a PD program for grades 5-9 mathematics…
Descriptors: Mathematics Teachers, Mathematics Instruction, Faculty Development, Group Instruction
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Perger, Pamela – International Journal for Mathematics Teaching and Learning, 2013
Research has shown students can identify practices considered appropriate for achieving when learning mathematics (Kershner & Pointon, 2000; McCullum, Hargreaves & Gripps, 2000). Yet, if you listen to students talking about the practices they consider important to succeed, and then observe the same students working in their mathematics…
Descriptors: Student Attitudes, Foreign Countries, Underachievement, Semi Structured Interviews
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White, Diana; Donaldson, Brianna; Hodge, Angie; Ruff, Adam – International Journal for Mathematics Teaching and Learning, 2013
Math Teachers' Circles have been spreading since their emergence in 2006. These professional development programs, aimed primarily at middle-level mathematics teachers (grades 5-9), focus on developing teachers' mathematical problem solving skills, in line with the Common Core State Standards-Standards of Mathematical Practice. Yet, to date,…
Descriptors: Communities of Practice, Faculty Development, Mathematics Teachers, Mathematics Skills
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Bicknell, Brenda; Hunter, Roberta – International Journal for Mathematics Teaching and Learning, 2012
Moving from primary school (Year 6) to the next stage in schooling (Year 7 intermediate or middle school) can provide challenges for students, teachers, and parents. A study was carried out to investigate these challenges with a focus on mathematics for 65 students from six different urban primary schools in New Zealand. Qualitative data were…
Descriptors: Foreign Countries, Mathematics Instruction, Mathematics Achievement, Elementary School Students
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Sapkova, Alesja – International Journal for Mathematics Teaching and Learning, 2011
The article aims to present findings of a study on the profile of traditional/constructivist beliefs of mathematics teachers in Latvia connected with effective teaching. For this purpose, data acquired within the framework of the project "Nordic-Baltic comparative research in mathematics education" (NorBa) were analyzed. The sample…
Descriptors: Constructivism (Learning), Mathematics Education, Teacher Effectiveness, Foreign Countries
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Graybeal, Christy D. – International Journal for Mathematics Teaching and Learning, 2010
Whether they are acknowledged or not, resources such as textbooks, curriculum guides, assessments, and professional development programs present messages about what is most important for students to learn and how students can best learn this. At times teachers feel obligated to enact these messages, but at other times they feel free to ignore…
Descriptors: Textbooks, Mathematics Teachers, Curriculum Guides, Educational Resources
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Panasuk, Regina M.; Beyranevand, Matthew L. – International Journal for Mathematics Teaching and Learning, 2010
Learning about linear relationship with one unknown, middle school students may often demonstrate a certain degree of proficiency manipulating algebraic symbols. When encouraged, they can verbalize and explain the steps they perform, thereby demonstrating awareness of the procedures with symbols according to fixed rules. It is well known that…
Descriptors: Standardized Tests, Academic Achievement, Symbols (Mathematics), Grade 8