OriginalPaper Open Access Published: 02 July 2024 Creating a space for them through autoethnography Eric Green Theodore J. Rupnow Lorna N. Bracewell OriginalPaper Open Access Published: 28 June 2024 Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics clas...
I first came across theBirthday Problemin my first few days of my first year of secondary school in London [that would be 6th grade for my US readers]. My mathematics teacher at the time realized the need to discuss abstract problems in concrete terms, especially statistics and probability. ...
This study adopted a content-analysis method to examine the differences in how the topic of functions was handled by Finnish, Singaporean, and Taiwanese middle-grade mathematics textbooks for children aged 13–15 (seventh-ninth grade). The results showed that the three countries’ textbooks used di...
This paper reviews research on equity in mathematics education (excluding gender equity) for the period 2017–2022. From the publications identified, five themes were distilled: conceptualizations and framing of equity in mathematics education; research methodologies and researcher positionalities; equity-fo...
There was no formal guidance from the researcher at this stage and teachers were free to choose an algebra topic from the AL syllabus, preferably from Grade 12. Three out of four groups chose graphs of a quadratic function, whereas the fourth group chose domain and range of a function. The...
The q-rung orthopair fuzzy set is a powerful tool for depicting fuzziness and uncertainty, as compared to the Pythagorean fuzzy model. The aim of this paper is to present q-rung orthopair fuzzy competition graphs (q-ROFCGs) and their generalizations, inc
level, thus getting stalled at the second stage of one’s mathematical education. (Among other things, this can impact one’s ability to read mathematical papers; an overly literal mindset can lead to“compilation errors”when one encounters even a single typo or ambiguity in such a paper.) ...
The prompt was the same as that for the Response Paper I assigned midway through the course, so I’m curious to see if their attitudes have changed. I’ll talk about what I learn in next week’s post! Posted on December 12, 2016Categories Creativity, Digital Art, PedagogyTags Day071, ...
1 Part I: Massachusetts Grade 8 Mathematics Performance, TIMSS 2011... 3 Part II: Trends in Massachusetts Student Mathematics Achievement (1999 - 2011)... 5Average Student Achievement on the Mathematics Assessment... 6Percentage of Students at the "Advanced" Performance Level... 7Student Achievem...
This “additional” work, if sufficiently well done, could boost their grade at the end of the semester. I think this could have the same effect it did in BC Fast-Track — exams were easier and more enjoyable to grade. But there were more discussions in my office about reworked exams ...