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Relevant bibliographies by topics / Mathematics education research

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Academic literature on the topic 'Mathematics education research'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 June 2025

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Journal articles on the topic "Mathematics education research"

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Akın, Ayça, and Tangü Kabael. "Teaching Experiment Experience Based on a Mathematics Education Research." Journal of Qualitative Research in Education 4, no. 3 (2016): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.4c3s1m.

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Howson, Geoffrey. "Research in Mathematics Education." Mathematical Gazette 72, no. 462 (1988): 265. http://dx.doi.org/10.2307/3619938.

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Schoenfeld, Alan H. "Research in Mathematics Education." Review of Research in Education 40, no. 1 (2016): 497–528. http://dx.doi.org/10.3102/0091732x16658650.

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Bicudo, Maria Aparecida Viggiani. "Research on mathematics education." ZDM 42, no. 3-4 (2010): 325–36. http://dx.doi.org/10.1007/s11858-010-0246-9.

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Ellerton, Nerida F. "Problematising mathematics education research." Mathematics Education Research Journal 9, no. 1 (1997): 1–4. http://dx.doi.org/10.1007/bf03217298.

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Weber, Keith, Paul Dawkins, and Juan Pablo Mejía-Ramos. "The relationship between mathematical practice and mathematics pedagogy in mathematics education research." ZDM 52, no. 6 (2020): 1063–74. http://dx.doi.org/10.1007/s11858-020-01173-7.

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Salafudin, Salafudin, Muhamad Sugeng Sholahuddin, Heni Lilia Dewi, and Alimatus Sholikhah. "Character Education Through Realistic Mathematics Learning Based On Ethnomathematics." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 2 (2021): 211. http://dx.doi.org/10.31331/medivesveteran.v5i2.1623.

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Mathematics is a discipline that can improve thinking skills. However, in reality, the mathematics thinking skills of elementary school students are still low. This is because the mathematics learning used is not optimal and still uses conventional learning. In the process of mathematics learning, there is an integration of character values with mathematics material. Character building through mathematics learning has not been done relatively. The current mathematical concept can be related to cultural activities called ethnomathematics. Through ethnomathematics, mathematics learning becomes more realistic. The purpose of this research is to build students’ character and improve student’s mathematic learning achievement through developing student worksheets with a mathematical approach based on ethnomathematics. The methods of the research were research and development by using steps including preliminary study, design, development, and dissemination. The result of the research is student's worksheets fulfill valid, practical, and effective criteria. The result of the validity of teaching media shows that the average number is 96 % with very good criteria. The effectiveness test shows that there is a distinction of student’s achievement before and after the treatment and the student’s achievement on average is increased. Based on the analysis of student's answers on student worksheets, four characters are built through the learning process with a realistic mathematic approach based on ethnomathematics, such as creativity, independence, curiosity, and nationality. Keywords: character building, realistic mathematics learning, ethnomathematics. 

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Rover, Diane T. "Learning from Mathematics Education Research." Journal of Engineering Education 97, no. 2 (2008): 223–25. http://dx.doi.org/10.1002/j.2168-9830.2008.tb00970.x.

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Darragh, Lisa. "Identity research in mathematics education." Educational Studies in Mathematics 93, no. 1 (2016): 19–33. http://dx.doi.org/10.1007/s10649-016-9696-5.

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Brown, Cecelia M., and Teri J. Murphy. "Research in undergraduate mathematics education." Reference Services Review 28, no. 1 (2000): 65–81. http://dx.doi.org/10.1108/00907320010313858.

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Dissertations / Theses on the topic "Mathematics education research"

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Mor, Yishay. "A design approach to research in technology enhanced mathematics education." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006478/.

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This thesis explores the prospect of a design science of technology enhanced mathematics education (TEME), on three levels: epistemological, methodological and pedagogical. Its primary domain is the identification of scientific tools for design research in TEME. The outputs of this enquiry are evaluated by a demonstrator study in the domain of secondary school mathematics. A review of existing literature establishes a need for a design perspective in TEME research, but at the same time suggests a need for a consensual epistemic infrastructure for the field: a shared set of rules, processes and representations which bound and support its scientific discourse. Three constructs are proposed towards such an infrastructure: design narratives, design patterns, and the cycles of design research in which they are embedded. The first two are representations of domain design knowledge; the latter is a description of a design-centred scientific process. The three constructs identified at the epistemological level are operationalised as a methodological framework by projecting them into a specific research setting of the demonstrator study. Appropriate methods and procedures are identified for collecting data, organising and interpreting them as design narratives, and extracting design patterns from these narratives. The methodological framework is applied in the demonstrator domain to the question of learning about number sequences. A review of the educational research on number sequences identifies challenges in this area related to the tension between learners' intuitive concept of sequences and the dominant curricular form. The former appears to be recursive in nature and narrative in form, whereas the latter is a function of index expressed in algebraic notation. The chosen design approach combines construction, collaboration and communication. It highlights the need for representations and activities which lead learners from intuitive concepts to formal mathematical structures. Three interleaved themes connect the primary and the demonstrator domains: narrative, systematisation and representation. Narrative emerges as a key element in the process of deriving knowledge from experience. Systemisation concerns the structured organisation of knowledge. The tension between the two calls for representations which support a trajectory from the intuitive to the structural. The main outcome of this study is a methodological framework for design science of TEME which combines design narratives and design patterns into structured cycles of enquiry. This framework is supported both theoretically and empirically. Inter alia, it is used to derive a contribution towards a pedagogical pattern language of construction, communication and collaboration in TEME.

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Andreasen, Janet. "CLASSROOM MATHEMATICAL PRACTICES IN A PRESERVICE ELEMENTARY MATHEMATICS EDUCATION COURSE USING AN INSTRUCTIONAL SEQUENCE RELATED." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2708.

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This qualitative study documents a classroom teaching experiment in a semester-long undergraduate mathematics education course for 16 prospective elementary school teachers. The purpose of this study was to investigate how social aspects of the classroom environment facilitated the collective mathematical learning of place value and whole number operations by preservice elementary school teachers. Design-based research methodology was used for formulating the study. A hypothetical learning trajectory and instructional sequence related to place value and operations were created and refined in the two semesters prior to this study. The instructional sequence was in its third iteration for this study. The developmental levels that children progress through in learning place value and operations were used in identifying the learning trajectory and supporting tasks in which the preservice teachers were asked to engage. A large portion of the instructional sequence involved a setting of base eight instead of base ten. The sequence returned to base ten in order to discuss whole number operations and alternative strategies for operations in an effort to further develop the preservice teachers' conceptual understandings of place value and operations and to examine children's thinking strategies. Data were collected through video-taped recordings of class sessions, audio-taped recordings of table discussions and research team meetings, field notes, and journals written by the research team. Sixteen preservice teachers participated in the study which lasted over 5 class sessions of 3 hours and 10 minutes each. The emergent perspective which attempts to coordinate the individual learning and the social aspects of the classroom that support collective learning was used as an interpretive lens for data collection and analysis. The social aspects along with some aspects of individual student understandings together give an indication of collective mathematical understandings of the students as a whole group. Social norms established were: a) the expectation of providing explanations and justifications for solutions and solution methods, b) making sense of each other's solutions and c) asking questions of classmates or the instructor. Sociomathematical norms that were valued but not fully established were: a) criteria for different solutions and solution methods and b) criteria for what constituted a good explanation. Data analysis for the establishment of classroom mathematical practices was conducted using Toulmin's argumentation model (Toulmin, 1969). A three phase approach described by Rasmussen and Stephan (in press) was used in determining what constituted a classroom mathematical practice. The classroom mathematical practices that facilitated student learning in this study were: a) unitizing, b) flexibly representing numbers, and c) reasoning about operations. This study led to the refinement of the hypothetical learning trajectory and further progress in defining an instructional theory of how preservice teachers may come to understand place value and whole number operations.<br>Ph.D.<br>Department of Teaching and Learning Principles<br>Education<br>Mathematics Education

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Galant, Jaamiah. "Teachers, learners and mathematics : an analysis of HSRC research reports on mathematics education 1970-1980." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17548.

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Bibliography: pages 177-183.<br>The dissertation is concerned with the production of a systematic analysis of HSRC research reports into mathematics education in South Africa between 1970 and 1980. Drawing on the theoretical language of Dowling (1995), the analysis focuses on the (re)production of voice and message in the reports. This entails an analysis of positioning strategies that il1ark out voices in the texts and distributing strategies that distribute message across voices. Voices include bureaucratic, academic, teacher and learner voices and knowledge and practices that constitute message distributed to voices relate to mathematical knowledge, pedagogic knowledge and curriculum innovation practices. Positioning and distributing textual strategies with respect to learner and teacher sub-voices are related to the (re)production of theories of instruction that constitute models of acquirers, transmitters and pedagogic contexts and define pedagogic competence in particular ways. The (re)production of theories of instruction in turn are related to the reproduction of social relations in the broader society. It is hoped that the analysis illustrates the generality of Dowling's language for analysing texts. The substantive focus of the study is the analysis of the reports and the language developed in the analysis is used to make some suggestive comments about current mathematics curriculum development in South Africa. It is hoped, in particular, that the focus in this study on discourses in mathematics education in South Africa in the 1970s will contribute to the documenting of the history of mathematics curriculum development in South Africa.

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Tecker, Sheryl S. "Bridging the Gap| Growth Mindset Research and Educators' Practice." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745035.

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<p> This research addresses the problem of low math achievement of middle school students through the use of a Growth Mindset intervention and related strategies. While the research on Growth Mindset interventions and strategies show positive results in controlled settings, there is a need to better understand Growth Mindset implementation from the perspectives of teachers and students in classroom settings. This study looked at Growth Mindset implementation with 449 students and seven teachers in sixth-grade math classrooms from two middle schools in one suburban school district. This study examines teacher and student perspectives of the effectiveness of four Growth Mindset instructional strategies and achievement results after a Growth Mindset intervention conducted by the classroom teachers. Teachers learned to implement four Growth Mindset strategies through an online professional development series provided by the district and shared their perspectives in an online discussion group and subsequent survey. All the sixth-grade students completed a survey and the researcher conducted two focus groups to identify students’ perspectives of the classroom goal orientation and the Growth Mindset strategies. The impact of the Growth Mindset intervention was measured using benchmark test scores and trimester grades, which assisted the district’s goal to improve mathematics achievement in middle school. The results demonstrate that teachers and students perceive both mastery and performance classroom goal orientations and find two Growth Mindset strategies, celebrating mistakes and providing challenging math tasks, to be well received by both groups. Findings also indicate that after the Growth Mindset intervention student achievement on the benchmark test did not improve, however, students’ grade point average did improve compared to students from the previous school year in the same district.</p><p>

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Segal, Sarah Ultan. "Action research in mathematics education a study of a master's program for teachers /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/segal/SegalS0509.pdf.

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Action research is a methodology that has been found to be valuable as a problem-solving tool. It can provide opportunities for reflection, improvement, and transformation of teaching. The purpose of this study is to better understand these claims about the benefits of action research. Several research questions stand out: How is action research experienced by teachers? Is it beneficial and practical for teachers who use it? How are action research findings typically validated? What factors influence whether teachers are able to continue to practice action research? What kind of change has it initiated for teachers? And, how does action research focused on improving student achievement affect high need students? For the past five years, forty-five teachers completing master's degrees in mathematics education at a northern Rocky Mountain land-grant university have been required to conduct an action research project, referred to as their "capstone project." By studying this group of graduates, gathering both qualitative and quantitative data through surveys and interviews, I have examined the effectiveness of action research. This data, combined with graduates' capstone projects, has provided partial answers to the above questions, restricted to faculty-mediated action research within master's programs for mathematics teachers. The extent to which such action research projects impact teachers' practices has not been investigated before. While acknowledging that this research relied primarily upon self-reported data, the results strongly support what the research literature generally asserts about action research. (a) It is beneficial and often transformational for teachers as a professional development tool by allowing them to engage in a focused study of their own practice. (b) When done less formally it becomes more practical. (c) Communicating with others in the field builds confidence in teachers as professionals. (d) It makes teachers more actively reflective and more aware of their teaching and their students' learning. (e) It is effective in understanding and addressing the particular needs of high need students. Continued practice was highly dependent on time and support for action research within the school. Teachers often expressed the importance of having an action research community while conducting their capstones.

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Colyn, Wendy May. "Action research : an exploration." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/15886.

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Haggarty, Linda. "Investigating a new approach to mathematics teacher education : an action research study." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356987.

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Deitcher, Rachel. "Preaching or practising? : action research into the teaching of early childhood mathematics education." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402022.

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Smith, Michael Edward. "Math Teacher Perceptions of Professional Development and Student Mathematics Performance." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/301.

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Math Teacher Perceptions of Professional Development and Student Mathematics Performance by Michael Edward Smith EdS, Tennessee Technical University, 2007 MA, Tennessee Technical University, 2006 BS, University of Tennessee Chattanooga, 2003 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2015 The standardized math test scores at a Tennessee high school have trended below the state and national averages. One strategy to improve math performance is a pedagogical structure that facilitates peer interaction and discovery learning. A program of professional development (PD) designed to foster such interactive learning was delivered to 9th grade math teachers, but no assessment had been undertaken to determine the program's effectiveness. Guided by Vygotsky's social development theory, which states that student learning is affected by the interactions and instructional activities within the classroom, this concurrent mixed method study investigated math teachers' perceptions of the PD and its effectiveness in raising student scores on the end-of-course exams (EOC). Qualitative data were gathered from 4 teachers in order to explore deeper understandings of the PD effectiveness. These data were open coded and thematically analyzed. Findings revealed teacher perceptions that the PD was not effective, along with many insights for improvement of PD. The quantitative research question determined if there was a statistically significant difference between test scores of non-PD and PD students. The analysis used the independent samples t test to compare student EOC scores before the PD (n = 112) with the scores that were earned after the PD took place (n = 187). There was no statistically significant difference between the test scores in the first and second year (p = .06). These findings informed the creation of an improved plan for Math PD, including components contributed by teachers. The implications for positive social change from this study include a better understanding of math PD and student achievement at the local site, along with stronger preparation for students and the school community to succeed on EOC testing.

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Jong, Cindy. "Linking Teacher Learning to Pupil Learning: A Longitudinal Investigation of How Experiences Shape Teaching Practices in Mathematics." Thesis, Boston College, 2009. http://hdl.handle.net/2345/616.

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Thesis advisor: Lillie R. Albert<br>Mathematics education is constantly at the forefront of public and academic debates during this era of increased accountability. Questions concerning teacher preparation and teaching practices that connect to pupil learning are central to these discussions. However, very few studies have examined relationships among these factors and most are confined to a short time period; thus, this dissertation studies such relationships over a two-year period. Informed by a sociocultural perspective, this study examines how preservice elementary teachers' past K-12 schooling and teacher education experiences influences their attitudes and perceptions about mathematics education over time. It also explores how teaching practices are shaped by these experiences, and are ultimately linked to pupil learning. A mixed-method design of survey and qualitative case-study research methods was employed to collect and analyze data over a two-year period. During the first year of this study, pre- and post-surveys using Likert-scale items were administered to all preservice teachers (n=75) enrolled in an elementary mathematics methods course. For a two-year period, the experiences of two participants were explored through longitudinal interviews, observations, and an examination of artifacts (i.e., teacher lesson plans, assessments, and pupil work) to develop in-depth case studies. Findings indicate that prior schooling experiences influenced teachers' initial attitudes and perceptions about mathematics. Nevertheless, over a short period, positive changes in teachers' attitudes and confidence to teach mathematics suggest that experiences in the mathematics methods course were conducive to building on teachers' prior knowledge. Survey and case-study findings also indicate that preservice teachers planned to teach mathematics with a reformed approach, which emphasizes a conceptual understanding of mathematic. However, it was challenging for case-study participants to implement a reformed approach as first-year teachers, especially if they had limited teaching models to reinforce this method. Findings also suggest that school context, classroom management, and mathematical content knowledge all influence teaching practices and pupil learning opportunities. Implications for teacher education, school reform, and future research are discussed<br>Thesis (PhD) — Boston College, 2009<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Books on the topic "Mathematics education research"

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Gerhard, Jürgen, and Ilias Kotsireas, eds. Maple in Mathematics Education and Research. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41258-6.

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Sfard, Anna, Koeno Gravemeijer, and Erna Yackel, eds. A Journey in Mathematics Education Research. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-9729-3.

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Lo, Jane-Jane, Keith R. Leatham, and Laura R. Van Zoest, eds. Research Trends in Mathematics Teacher Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02562-9.

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Leatham, Keith R., ed. Vital Directions for Mathematics Education Research. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6977-3.

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Dubinsky, Ed, Alan Schoenfeld, James Kaput, and Thomas Dick, eds. Research in Collegiate Mathematics Education. I. American Mathematical Society, 1994. http://dx.doi.org/10.1090/cbmath/004.

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Kaput, James, Alan Schoenfeld, Ed Dubinsky, and Thomas Dick, eds. Research in Collegiate Mathematics Education. II. American Mathematical Society, 1996. http://dx.doi.org/10.1090/cbmath/006.

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Schoenfeld, Alan, Jim Kaput, Ed Dubinsky, and Thomas Dick, eds. Research in Collegiate Mathematics Education. III. American Mathematical Society, 1998. http://dx.doi.org/10.1090/cbmath/007.

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Dubinsky, Ed, Alan Schoenfeld, Jim Kaput, Cathy Kessel, and Michael Keynes, eds. Research in Collegiate Mathematics Education. IV. American Mathematical Society, 2001. http://dx.doi.org/10.1090/cbmath/008.

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Selden, Annie, Ed Dubinsky, Guershon Harel, and Fernando Hitt, eds. Research in Collegiate Mathematics Education. V. American Mathematical Society, 2003. http://dx.doi.org/10.1090/cbmath/012.

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Selden, Annie, Fernando Hitt, Guershon Harel, and Shandy Hauk, eds. Research in Collegiate Mathematics Education. VI. American Mathematical Society, 2006. http://dx.doi.org/10.1090/cbmath/013.

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Book chapters on the topic "Mathematics education research"

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Verschaffel, Lieven, and Brian Greer. "Mathematics Education." In Handbook of Research on Educational Communications and Technology. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_43.

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Qin, Dai. "Chinese Mathematics Education System and Mathematics Education Tradition." In New Frontiers of Educational Research. Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55781-5_2.

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Coupland, Mary, Peter K. Dunn, Linda Galligan, Greg Oates, and Sven Trenholm. "Tertiary Mathematics Education." In Research in Mathematics Education in Australasia 2012-2015. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1419-2_10.

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Brown, Tony. "Subjectivity in Mathematics Education Research." In Mathematics Education and Subjectivity. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1739-8_5.

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Swan, Malcolm. "Design Research in Mathematics Education." In Encyclopedia of Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_180-4.

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Swan, Malcolm. "Design Research in Mathematics Education." In Encyclopedia of Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_180.

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Swan, Malcolm. "Design Research in Mathematics Education." In Encyclopedia of Mathematics Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_180.

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Császar, Ákos. "Education And Research In Mathematics." In Bolyai Society Mathematical Studies. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-30721-1_20.

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Sowder, Judith T. "Ethics in Mathematics Education Research." In Mathematics Education as a Research Domain: A Search for Identity. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5470-3_29.

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Sowder, Judith T. "Ethics in Mathematics Education Research." In Mathematics Education as a Research Domain: A Search for Identity. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5196-2_14.

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Conference papers on the topic "Mathematics education research"

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Xin, Zhang, and Zhang Yu. "Research on University Mathematics Experiment in Mathematics Teaching." In 2015 International Conference on Social Science and Technology Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.127.

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Banner, Dominique. "Frameworks for noticing in mathematics education research." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-247.

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Li, Guocheng. "Study on Mathematical Culture Application Value Research under the Public Mathematics Education." In International Conference on Humanities and Social Science 2016. Atlantis Press, 2016. http://dx.doi.org/10.2991/hss-26.2016.17.

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Wagner, Joseph F., Corinne A. Manogue, John R. Thompson, N. Sanjay Rebello, Paula V. Engelhardt, and Chandralekha Singh. "Representation issues: Using mathematics in upper-division physics." In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3680001.

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Bing, Thomas J., and Edward F. Redish. "The Cognitive Blending of Mathematics and Physics Knowledge." In 2006 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2508683.

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Hodaňová, Jitka, and Tomáš Zdráhal. "USING COMPUTER ALGEBRA SYSTEMS IN MATHEMATICS EDUCATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0760.

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Ziols, Ryan. "Why theorizing affect matters for mathematics education research." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-66.

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"Research on the Reform of Applied Mathematics in Colleges." In 2017 2nd International Conference on Education & Education Research. Francis Academic Press, 2018. http://dx.doi.org/10.25236/eduer.2017.099.

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Vankúš, Peter, and Martina Babinská. "FUTURE MATHEMATICS TEACHERS ATTITUDES TOWARDS MATHEMATICS AND ITS TEACHING. RESEARCH PREVIEW." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0906.

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Slavíčková, Mária, and Michaela Regecová. "DOES STUDENTS´ EVERYDAY EXPERIENCES INFLUENCE THEIR MATHEMATICAL THINKING? (FOCUSED ON FINANCIAL MATHEMATICS)." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1762.

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Reports on the topic "Mathematics education research"

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Nelson, Gena. Special Education Math Interventions. Boise State University, 2021. http://dx.doi.org/10.18122/sped_facpubs/133/boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across eight categories, including: Quality of Clear Research Questions, Quality of Eligibility Criteria, Quality of Search Procedures, Quality of Screening Criteria, Quality of Coding Procedures, Quality of Research Participants and Contexts, Quality of Data Analysis Plan, and Quality of Reporting Results. The mean interrater reliability across all codes using this protocol was 87.8% (range across categories = 74% –100%).

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).

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Chen, Xianglei, and Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.

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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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Incongruity between biological and chronologic age among the pupils of sports schools and the problem of group lessons effectiveness at the initial stage of training in Greco-Roman wrestling. Aleksandr S. Kuznetsov, 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-19-23.

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Considerable influence and compulsory dropout among those, who go in for GrecoRoman wrestling at the age of 10-13, does not take into account the level of individual biological development and integral demands domination claimed on too high general physical training (GPT) (4) normatives fulfillment. It corresponds with general situation in the system of education (6, 9). In spite of uneven speed of biological development (1, 8, 9), there are general demands claimed on physical training at school for age groups (5) in accordance with chronologic age. The same situation is at sports schools. Technical and physical training lessons at Greco-Roman wrestling school at the stage of initial training are organized according to general group principle. Research methods. Information sources analysis and summarizing, questionnaire survey, coaches’ experience summarizing, methods of mathematical statistics. Results. The received research results led to the following conclusion: it is possible to solve the problem of dropping out of Greco-Roman wrestling sports schools in terms of minimal loss in the quality of sports training by means of dividing the training groups into subgroups. There different normatives of material mastering and set by standard physical qualities development are used. For this purpose we created the training groups and subgroups of the set objectives realization at Greco-Roman wrestling sports schools.

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Methodology of sports working capacity level increase in basketball players on the basis of stimulation and rehabilitation means. Viktor V. Andreev, Igor E. Konovalov, Dmitriy S. Andreev, Aleksandr I. Morozov, 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-5-11.

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The increased level of modern sport development increases the demands claimed on different aspects of the training process with further rehabilitation organization and realization. That is why we still have the problem of an adequate and effective integral system creation. The mentioned direction has a direct connection with the activity of scientists, coaches- practitioners and sports clubs. They have to work within one mechanism of interaction. Materials. Studying the level of working capacity influence stimulation and organism rehabilitation means on an organism of basketball players from higher educational establishments on the basis of a wildgrowing plant root “snowdon rose” (Rhodiola rosea), classical massage with special oils and contrast shower application. Research methods. The following methods were used in the experiment: scientific-methodical sources analysis concerning the level of working capacity and athletes’ functional rehabilitation increase; functional tests; the received video material with the indices analysis; mathematical statistics. The research realization was on the basis of N.F. Katanov State University, Khakassia and Khakassia Technical Institute (branch) of Siberian Federal University in Abakan. Results. During the research work we stated qualitative and quantitative indices of athletes’ coordinating endurance with the help of video together with other mentioned above rehabilitation means; the received results were handled and we revealed positive changes in the studied information values of basketball players’ motor sphere and respiratory system. Conclusion. The results analysis, received after the research, helped to come to the following conclusion: out of the presented components the biological factor in a form of a wild-growing plant root “snowdon rose” (Rhodiola rosea) has the main influence on the working capacity and functional rehabilitation of basketball players’ organisms.

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