In this article, we explored learners' conceptual understanding of coordinates and transformation geometry through concept mapping. A qualitative case study was employed in this study, and data was collected using an investigative task, observation and reflective interviews on a sample of 34 Grade 12 mathematics learners. The study was guided by…

This paper presents findings from a larger research project that provides insight into the attitudes of high-school students who were taught using different types of mathematics curricula when they were in middle school. A total of 44 12th-grade students from 10 high schools in the same urban school district were interviewed. Eighteen (41%) of…

Many students in the United States, Canada, and around the world are required to take externally developed examinations. In many cases, these examinations are considered high stakes, and thus teachers spend time in class ensuring that their students are ready for the tests. After speaking with secondary math teachers about their experiences, the…

"The Language of Mathematics in Science" is an ASE/Nuffield project aimed at supporting teachers of 11-16 science in the use of mathematical ideas in the science curriculum. Two publications have been produced. This article focuses on the first of these, "The Language of Mathematics in Science: A Guide for Teachers of 11-16…

In this paper we explore the influence of students' personalized notion of "small" numbers based on real life experiences on their understanding of limits. Tests were conducted on two samples of students. The first sample, consisting of students in the XII grade, had been taught limits using an informal approach (i.e., without recourse to the…

The purpose of this study was to determine if different teaching approaches produced differences in learning the limit and the derivative concepts in beginning calculus as measured by a common criterion test. An ordered combination of two teaching approaches--the concrete inductive and the abstract deductive--was used for the two sequential topics…

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 5900 Culminating…

This document provides teaching guidelines and student material for a unit intended for use in 12th grade algebra classes. Time allotment is from four to six hours of classroom time. The objective of this capsule is to teach students how to solve compound interest problems using arithmetic, logorithms, and calculators. Prerequisites for the unit…

This document contains the second volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 43 research reports by presenters with last names beginning between Adl…