This paper examines how different approaches in mathematics education conceptualise the relationship between school mathematics and university mathematics. The approaches considered here include: (a) Klein's elementary mathematics from a higher standpoint; (b) Shulman's transformation of disciplinary subject matter into subject matter for…

The current meta-analysis quantifies the average effect of worked examples on mathematics performance from elementary grades to postsecondary settings and to assess what moderates this effect. Though thousands of worked examples studies have been conducted to date, a corresponding meta-analysis has yet to be published. Exclusionary coding was…

The design of the flipped classroom (FC) as a pedagogical approach is becoming increasingly prevalent in mathematics education. However, although many studies have been conducted on whether FCs are more effective in improving mathematics achievement compared to traditional lectures, the results are not consistent. To address this issue, this…

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…

In this paper, we provide an overall perspective on the teaching and learning of discrete mathematics. Our aim is to highlight what research has been conducted in this area and to connect it to existing research ideas for future work. We begin by characterizing discrete mathematics and its role in the school curriculum, highlighting themes,…

The aim of the study is to teach the concept of function using cryptology and to investigate whether it provides support to students who have difficulty integrating this topic into everyday life. The study's research group consisted of 50 elementary school teachers in the department of mathematics education at a public college in Ankara. Since the…

This study aims to develop student metacognition strategies based on behavioural learning in improving the mathematical abilities of students of mathematics education. There are two components developed in this study, namely: (1) Development of strategies to foster student metacognition based on behavioural learning, and (2) Development of…

Although the emphases on the importance of proving in mathematics education literature, many studies show that undergraduates have difficulty in this regard. Having researchers discussed these difficulties in detail; many frameworks have been presented evaluating the proof from different perspectives. Being one of them the proof image, which takes…

As remote learning technologies play an increasingly larger role in education, clear evidence of effectiveness is needed for widely used online learning technologies, such as Assessment and LEarning in Knowledge Spaces (ALEKS). By adapting to individual students' knowledge states and personalizing interactive practice and feedback, ALEKS may…

In this Research Commentary, the author explores what is meant by "teaching for understanding" and delves into these questions: How does teaching for understanding interact with the backgrounds of the students who experience it or the attributes of the contexts in which they learn? Which empirical findings are context dependent, and…

Early childhood and elementary preservice teachers often fear mathematics, find it irrelevant, have mathematics anxiety, hold negative self-perceptions, and have low mathematics achievement. This study investigates the influence of an identity exploration intervention on preservice teachers' mathematics identities during a college Algebra course…

The concept of "proof" has attracted considerable research attention over the past decades in part due to its indisputable importance to the discipline of mathematics and to students' learning of mathematics. Yet, the teaching and learning of proof is an instructionally arduous territory, with proof being recognized as a hard-to-teach…

Many students enter community college underprepared for college-level math and are placed into developmental elementary algebra without consideration if the algebra will provide a foundation for their needed college-level math course. Large percentages of those students are unable to succeed in the developmental course and, therefore, are unable…

Is it possible that a meeting of mathematicians and primary school teachers will be productive? This question became intriguing when one professor of mathematics initiated a professional development course for practicing primary school teachers, which he taught alongside a group of mathematics Ph.D. students. This report scrutinizes the uncommon…

Classroom culture is established through both conversations and practices. Traditionally in mathematics class, the focus is primarily on the latter; that is, students are shown what "doing mathematics" looks like, and then asked that they try it themselves. This article discusses three mathematical conversations that help bring…