Educator preparation programs design their coursework and field experiences to help future teachers with knowledge, skills, and abilities to effectively teach mathematics. However, implementation of mathematical pedagogy and content has been seen as challenging for many school systems. Elementary and middle school teachers' experiences in their…

The majority of children in mainstream (no fee, poorly resourced, African language dominant) public schools in South Africa fall significantly behind curricular norms in mathematics by Grade 3; the early learning gap grows across time. The provision of "quality" instructional materials is a well-recognised component of effective…

The purpose of this study was to examine the efficacy of IXL Math in an elementary school context, using a randomized-control trial (RCT). This study examined mathematics achievement trajectories of 545 Grades 3-5 students across four elementary schools in a small Michigan school district during the 2022-23 school year. Teachers were randomly…

This paper reports on a section of a larger study, investigating the mathematics experiences of Down syndrome (DS) learners in Australian Primary Schools. Developing the numeracy skills to experience independence in post school settings is crucial for individuals with DS. The aim of this paper is to share the school mathematics experiences of six…

The ethnomathematics field plays a crucial role in understanding how students can comprehend, express, manipulate, and apply mathematical concepts. However, it is acknowledged as a complex concept, particularly in Asian countries like Indonesia and Thailand, requiring a comprehensive understanding. This study aims to bridge this gap by exploring…

Presently, in Malta, syllabi are being replaced by learning outcomes. For ages 3-7, the outcomes are framed holistically (e.g. identity, communication, etc.), and it is recommended that children learn mathematics informally through play and projects. For ages 8-11, learning outcomes are subject-based, and new mathematics textbooks are being phased…

This dataset focuses on the impact of Continuous Professional Development in Teaching and Learning Mathematics and Science (CPD-ITMS), offered by the Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) Project, Subcomponent 1.2. The provided training aimed to provide essential assistance to teachers in upper primary and lower…

Previous research examining comparison relations in word problems primarily focused on students' achievements in word problems with one operation. In this paper, we extend previous research to examine the achievement of students of different ages on word problems that integrate compare and combine word problems, hereafter referred to as…

Interviews can provide a window into what teachers think. This paper reports on findings from an exploratory study into teachers' conceptions of mathematical fluency. Focusing on stage two of the study, I discuss 3 of 17 teachers interviewed, analysing their conceptions and descriptions of students. Teachers spoke of students having understanding…

To understand the concepts or principles in mathematics, children who have a concrete operational stage need physical objects that can bridge abstract concepts in mathematics. This research aims to evaluate the influence of coastal contextual learning media on a child's understanding concept in the material of numbers counting operation. This…

Existing research establishes that lower attaining pupils derive mathematical learning benefit from working in mixed attainment groupings. However, gains for lower attaining pupils are seen to derive from the contributions of higher attaining peers; evidence of the contributions that lower attaining pupils make to mixed attainment activity is…

Mathematics textbooks for upper primary classes in the English Subsystem of Education in Cameroon were examined to determine the quality of mathematics in them and possible teacher knowledge fostered. The quality of mathematics in these textbooks is classified as medium and the dominant teacher knowledge fostered is common content knowledge. This…

The validity of evidence obtained from classroom assessments in schools is an important concept as significant decisions are made from teachers' judgments of this evidence. However, what is not clear are the classroom assessment practices that teacher teams use to ensure that the evidence of student learning produced from classroom assessments is…

This study presents the findings from a systematic review of literature (1990--2020) of mathematics and science transition from primary to secondary education. The purpose of this review was to explore factors that influence students' experiences of mathematics and science transition from primary to secondary school, implications of these…

Low mathematics scores in the U.S. have been pressing educators to find engaging strategies and effective tools to promote math performance. While emerging technologies, such as digital math games, show promises in improving mathematical education, existing studies have garnered mixed findings and thereby necessitating further investigation. This…