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Gazit, Avikam – International Journal of Mathematical Education in Science and Technology, 2012
The objective of this case study was to investigate the ability of 10th graders and pre-service teachers to solve logical-mathematical thinking challenges. The challenges do not require mathematical knowledge beyond that of primary school but rather an informed use of the problem representation. The percentage of correct answers given by the 10th…
Descriptors: Mathematics Education, Grade 10, Teacher Attitudes, Mathematics
Seglem, Robyn; Garcia, Antero – Teachers College Record, 2015
Background: Extant literature contends that it can be difficult for White preservice teachers to develop culturally relevant curriculum for the diverse students whom they will encounter in classrooms. Though there is a significant body of research about culturally responsive pedagogy, teacher education programs have struggled with how to best…
Descriptors: Preservice Teachers, Teacher Education Programs, Culturally Relevant Education, Urban Youth
Rong, Xue Lan, Ed.; Endo, Russell, Ed. – IAP - Information Age Publishing, Inc., 2011
Asian American Education--Asian American Identities, Racial Issues, and Languages presents groundbreaking research that critically challenges the invisibility, stereotyping, and common misunderstandings of Asian Americans by disrupting "customary" discourse and disputing "familiar" knowledge. The chapters in this anthology…
Descriptors: Asian Americans, Asian American Students, Grade 10, Mathematics Achievement
Torner, Gunter – International Group for the Psychology of Mathematics Education, 2003
To probe beyond declarative knowledge about real numbers in secondary school, the authors interviewed students in Grades 9, 10 and 12. The main question seems to be whether the length of a decimal expansion is "indefinite" or "infinite." It blurs the mental representation of rational numbers as well. (Contains 3 footnotes.) [For complete…
Descriptors: Numbers, Grade 9, Cognitive Processes, Case Studies