Against the backdrop of mentor teachers' reasoning about practice, we seek to understand
shifts in intern teachers' reasoning about practice during a year in which they take their final …

Many research studies have sought to explain why NCTM's vision for mathematics
classrooms has not had greater impact on everyday instruction, with teacher beliefs often …

Greater flexibility with procedures is known to be associated with greater conceptual
knowledge of mathematics and vice versa. In parallel, a student's emotional relationship to …

Based on research on expertise a person can be said to possess integrated conceptual
knowledge when she/he is able to spontaneously identify task relevant information in order …

The acquisition of procedural and conceptual knowledge is imperative for the development
of problem solving skills in mathematics. However, while there are mixed research findings …

Theoretical analysis of whole number-based calculation strategies and digit-based
algorithms for multi-digit multiplication and division reveals that strategy use includes two …

The students' perception of how they are positioned by their teachers offer valuable insights
into how teachers might engage students in the act of learning, construct themselves and …

Bodies of knowledge are, with a few exceptions, not designed to be taught, but to be used.
To teach a body of knowledge is thus a highly artificial enterprise. The transition from …

Students benefit from learning multiple procedures for solving the same or related problems.
However, past research on comparison instruction has focused on comparing multiple …

While the lion's share of mathematics education research in linear algebra has been
concerned with the conceptual aspects of students' learning, this study focuses on …