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Interpreting Difficulties in the Learning of Algebraic Inequalities, as an Emerging Macro-Phenomenon in Large Scale Assessment
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Ferretti, Federica; Santi, George Richard Paul; Bolondi, Giorgio – Research in Mathematics Education, 2022
In this paper we interpret pervasive difficulties with second degree inequalities as a macro-phenomenon emerging from Large Scale Assessment. In line with the theory of reification, we link common students' difficulties to approaches they use that undermine the intertwining of processes and the ensuing emergent mathematical objects. To frame the…
Descriptors: Algebra, Equal Education, Educational Assessment, Mathematics Education
An Analysis of the Learning Outcomes of the 2018 Geography Curriculum for 9th and 10th Grades According to Webb's Depth of Knowledge
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Nurcan Demiralp; Hulya Yigit Ozudogru – Asian Journal of Education and Training, 2023
There are many taxonomies in education related to the cognitive learning domain. This study aimed to analyze the learning outcomes in the 9th and 10th grade 2018 geography curriculum according to Webb's depth of knowledge. Document analysis was used in the study. The geography curriculum was analyzed by considering the four levels of Webb's depth…
Descriptors: Outcomes of Education, Geography Instruction, Grade 9, Grade 10
Lessons Learnt from Employing van Hiele Theory Based Instruction in Senior Secondary School Geometry Classrooms
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Alex, Jogymol Kalariparambil; Mammen, Kuttickattu John – EURASIA Journal of Mathematics, Science & Technology Education, 2016
This paper reports on a part of a study which was conducted to determine the effect of van Hiele theory based instruction in the teaching of geometry to Grade 10 learners. The sample consisted of 359 participants from five conveniently selected schools from Mthatha District in the Eastern Cape Province in South Africa. There were 195 learners in…
Descriptors: Geometry, Mathematics Instruction, Secondary School Students, Foreign Countries
The Linearity Prototype for Graphs: Cognitive and Sociocultural Perspectives
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Hadjidemetriou, Constantia; Williams, Julian – Mathematical Thinking and Learning: An International Journal, 2010
Linear models are frequently inappropriately applied to various situations. When misapplied, linearity is traditionally referred to as a tendency, a misconception, or an error. Cognitive linguistic, situated cognition, and sociocultural or cultural-historical activity theory, on the other hand, suggest that linear models are adopted by learners…
Descriptors: Educational Theories, Graphs, Secondary School Mathematics, Learning Theories
Self-Management Skills: An Important Link to Successful Special Education Postsecondary Transition Planning
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Carter, Sharon D. – ProQuest LLC, 2013
This qualitative case study investigated the process of teaching the self-management strategies, self-determination, and self-monitoring to chronically misbehaved students from the perspective of a secondary special education teacher. The investigation used a purposeful sample to select an urban high school setting and a tenured special education…
Descriptors: Self Management, Special Education, Special Education Teachers, Qualitative Research
Characterization of an Ordinary Teaching Practice with the Help of the Theory of Didactic Situations
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Hersant, Magali; Perrin-Glorian, Marie-Jeanne – Educational Studies in Mathematics, 2005
In this paper, we use the theory of didactic situations to characterize a mathematics teaching practice, currently used in secondary schools in France, which we have called "interactive synthesis discussion." We have studied this practice in ordinary classes, i.e. classes where the researcher intervenes neither in the preparation nor in…
Descriptors: Teaching Methods, Educational Theories, Foreign Countries, Secondary School Mathematics