Mathematics

We examine the meanings students give to points when they are graphing relationships between quantities in dynamic, experiential contexts. Using data from teaching experiments with middle-grades students, we illustrate two main categories of meanings: iconic and quantitative.

Society produces storylines about Latiné communities, including their placement in racial and linguistic hierarchies, that permeate the mathematics classroom and research in mathematics education. We conducted a discourse analysis of the enunciations used in top-tier mathematics education journals about these communities. The majority of articles we examined functioned to maintain white supremacy by centering dominant (white) storylines and values to maintain a racial hierarchy, with whites above Latiné and other marginalized groups.

An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the relationship between preservice teachers' noticing of mathematical student thinking and the variation in their physical focusing behavior of 360 videos. Researchers used a convergent mixed methods design to examine the level of professional noticing with participants' 360 video viewing behavior.

This article examines the opportunities for reasoning and proving (ORP) embedded in mathematical tasks designed by secondary prospective mathematics teachers (PSTs) in a capstone course, Mathematical Reasoning and Proving for Secondary Teachers. Drawing upon the commognitive framework, we establish a unified conceptualization for examining the mathematical reasoning processes and the logic-related constructs embedded in mathematical tasks.

This meta-analysis assessed the effectiveness of problem-posing interventions on learners’ cognitive learning outcomes. We systematically reviewed 26 quantitative studies published between 2002 and 2024. The results show a large, positive, and significant effect (Hedges’s ḡ = 0.53) of problem-posing interventions.

This study was designed to examine how three undergraduate students enrolled in a developmental mathematics course interpreted and engaged with problem-posing tasks, the problems they posed and the knowledge the posed problems could invoke. All three students commented on the value of problem posing, as problem posing invited them to see the entirety of the problem situation and understand it.

This resource presents and describes a model for teaching and learning mathematics responsively in the elementary and middle grades. Developed through the Responsive Math Teaching (RMT) project—a seven-year collaboration between teachers, teacher leaders, school and district administrators, and researchers from a network of K-8 urban schools—this book equips any mathematics educator with the tools to enhance instruction and increase equitable outcomes for students and communities historically underrepresented in mathematics.

To begin exploring how children’s play can support the development of the foundations of mathematics learning, we outline the landscape of play and mathematics. We introduce two debates concerning play and math, the resolution of which could advance the field. Because the main issue is the type(s) of play that should be encouraged, we provide a taxonomy of play that illustrates the contributions each category can make to early mathematics education. The questions we consider include: What mathematics does or could potentially emerge from distinct play contexts?