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Mathematical Competencies Framework Meets Problem-Solving Research in Mathematics Education
In this chapter, it is argued that the mathematical competencies framework (Niss & Højgaard, 2011, 2019) is a suitable tool to study mathematical...
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Examining Translanguaging Practices in Mathematical Modelling
We examined the role of translanguaging practices in secondary bilingual students’ engagement in different mathematical modelling phases. Teaching...
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Mathematical structures of simple and compound interest: An analysis of secondary teachers’ relational thinking
This article proposes an in-depth mathematics analysis of simple and compound interest through an exploration of the mathematical structures...
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Students’ dynamic communication while transforming mathematical representations in a dynamic geometry environment
In mathematics, students’ abilities to make transformations between mathematical representations are fundamental. The recent implementation of...
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Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence
The learning context, consisting of the school children’s families, teachers, and peers, has effect on their mathematics learning. The concern of...
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Teaching Early Mathematical Skills to 3- to 7-Year-Old Children — Differences Related to Mathematical Skill Category, Children’s Age Group and Teachers’ Characteristics
This study explored teaching early mathematical skills to 3- to 7-year-old children in early childhood education and care (ECEC) and pre-primary...
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The cognitive foundations of different hierarchical levels of mathematical skills in primary school children: extending the mathematics pathways model
Although previous research has demonstrated that the acquisition of mathematical skills requires support from multiple cognitive abilities, the...
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Towards a definition of “mathematical digital competency for teaching”
When students engage with a digital tool to tackle a mathematical task, the interplay between their digital competencies and mathematical abilities...
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Research on Mathematical Thinking
This is the first time a chapter with an explicit focus on mathematical thinking has been included in the MERGA Research Review. Reviewed in this...
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Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity
The purpose of this study was to reveal both the effects of problem-posing interventions on the mathematical creative ability of students and how...
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The Emergence of Collective Mathematical Creativity Through Students’ Productive Struggle
In this article, we show how students’ productive struggle on a mathematical task can lead to collective mathematical creativity. We use observable...
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Mathematical Cognition and Understanding Perspectives on Mathematical Minds in the Elementary and Middle School Years
This book focuses on elementary and middle school children’s understanding of mathematics as well as the cognitive aspects involved in the...
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What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills
In this study we investigated word-problem (WP) item characteristics, individual differences in text comprehension and arithmetic skills, and their...
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Cheap plot tricks and plot holes in mathematical stories
Good stories, literary or mathematical, have the ability to keep the reader engaged and wanting for more. However, poorly designed stories may also...
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Mathematical Modelling of Real-World Phenomena
Mathematical modelling as use of mathematics to solve or deepen understanding of real-world problems is an inherent part of mathematics, and...
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A Study of Grade Two Students Solving a Non-Routine Problem with Access to Manipulatives
Mathematical problem solving remains a struggle for many students today (Celebioglu et al., 2010; Englard, 2010; Gavaz et al., 2021; N. H. Lee et...
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Measuring the Mathematical Maturity of Students in an Academic Development Programme
This study focuses on students who are registered for the University of Pretoria’s academic development programme, the Four-year Programme (FYP). The...
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Student visual attention during group instruction phases in collaborative geometry problem solving
Teacher gestures support mathematics learning and promote student collaboration. Aligned with speech, gestures can help students to notice the...
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Mathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers
Research shows the salient place of mathematical teaching talk, including the mathematical-linguistic practices of naming and explaining, in the...
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The relationship between number line estimation and mathematical reasoning: a quantile regression approach
Number line estimation has been found to be strongly related to mathematical reasoning concurrently and longitudinally. However, the relationship...
