Supporting students of all levels to move beyond empirical arguments, which employ example based reasoning to endorse universal truths and are thus mathematically invalid, remains a challenging goal in mathematics education. Arguments that make use of generic examples are both mathematically valid and accessible for even young learners. However,…

This paper uses the commognitive framework to analyse how a group of four primary school students classify odd and even numbers. The findings show how students' reasoning is grounded in their personal uses of "odd" and "even". The students attend to different features of "oddness" and "evenness" and agree on…

This article focuses on the 2019 National Monitoring Study of Student Achievement (NMSSA) assessment of student ability in writing. It begins with an overview of the study and its results, then turns to students' use of planning strategies to support their writing. Drawing on research on the association between planning and achievement in writing,…

Following recent increases in the diversity of students, technologies, pedagogies and environments, New Zealand classrooms are sites of growing complexity. Tasked with covering a broad range of disciplines within each school day, opportunities for subject integration are of increasing value to busy teachers. Developing upon a previous piece of…

The proponents of Modern Learning Environments (MLE) or Innovative Learning Environments (ILE) are from largely non-indigenous backgrounds. In Aotearoa New Zealand, research about learning mathematics in an MLE is limited and focuses almost exclusively on English-Medium (EM) settings (Bisset, 2014; Murphy, 2016; Osborne, 2013). In contrast, this…

This study presents empirical findings demonstrating predictive validities of noncognitive variables for mathematics achievement among primary and secondary school students from cross-country perspectives. Results based on TIMSS 2015 assessment showed that confidence was a moderately strong predictor of mathematics achievement in all TIMSS…

This study, through multilevel analyses of the data of four English-speaking nations (i.e., Canada, England, New Zealand and the United States) from the Progress in International Reading Literacy Study (PIRLS) 2001 database, investigated the relationship between teachers' uses of various types of classroom assessments and their fourth-graders'…

Reports a study that assessed the effects of reciprocal teaching on the comprehension of poor reading comprehenders who read nonfiction material in a regular classroom. Heterogeneous reading groups from two elementary classes participated in reciprocal teaching. Data analysis showed there were significant improvements in comprehension that were…