Correction to: Designing specific tools to enhance the numeracy of adults with intellectual disabilities

2024-9-13

Teacher–child interactions during shared book reading in the domain of early mathematics

2024-9-5

Defining and measuring quality in students’ mathematical writing: a systematic literature review

2024-8-28

Pre-service mathematics teachers’ personal meanings proclaiming about the characteristics of realistic mathematics problems

2024-8-22

Teachers’ goal communication in Nordic mathematics classrooms

2024-8-10

Errors and misconceptions of secondary school students in absolute values: a systematic literature review

2024-8-5

A proposal for the study of mathematics teachers’ beliefs through the analysis of their practices

2024-7-2

The development of elementary teachers’ personal meanings of problem-solving through engaging in open-ended tasks

2024-7-1

First- and second-grade prospective teachers reconstructing definitions of polygon diagonals

2024-7-1

The confluence of attitudes towards mathematics and pedagogical practice: evaluating the use of mathematical manipulatives

2024-6-20

Designing specific tools to enhance the numeracy of adults with intellectual disabilities

2024-5-6

A systematic review of TPACK research in primary mathematics education

2024-5-3

Variations in prospective teachers’ levels of noticing students’ mathematical thinking based on narrative writing

2024-5-3

Mathematics education researchers’ practices in interdisciplinary collaborations: Embracing different ways of knowing

2024-4-19

Effects of a Learning Trajectory for statistical inference on 9th-grade students’ statistical literacy

2024-4-10

Correction to: Book Review: Humanizing Disability in Mathematics Education: Forging New Paths. Paulo Tan, Alexis Padilla, Erica N. Mason, and James Sheldon (Eds.)

2024-4-2

Professional development and teacher agency in Mathematics Teacher Education for Sustainability

2024-4-1

Profiles of general, test, and mathematics anxiety in 9- and 12-year-olds: relations to gender and mathematics achievement

2024-3-12

An empirically validated rational number sense framework

2024-2-24

How can procedural flowcharts support the development of mathematics problem-solving skills?

2024-2-22

A model for problem creation: implications for teacher training

2024-1-16

Quantitative reasoning as a lens to examine changes in modelling competencies of secondary preservice teachers

2024-1-9

Describing a teacher’s pedagogical mathematical knowledge in STEM teaching

2023-12-22

Learners’ mathematical identities: exploring relationships between high school learners and significant others

2023-12-6

Real and illusionary difficulties in conceptual learning in mathematics: comparison between constructivist and inferentialist perspectives

2023-11-15

Improving statistical thinking

2023-11-14

Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study

2023-10-17

Exploring the impact of distance teaching on mathematics educational values in Hong Kong: a study of in-service teachers’ perspectives

2023-10-6

Is theoretical topic-specific research “old fashioned”? An epistemological inquiry about the ontological creativity of Mathematics Education Research

2023-9-18

Interpolation and extrapolation in Year 5 STEM activities: exploring data about viscosity without advanced statistics

2023-9-16

Statistics education research at the school level in Australia and New Zealand: A 30-year journey

2023-9-7

Job satisfaction of mathematics teachers: an empirical investigation to quantify the contributions of teacher self-efficacy and teacher motivation to teach

2023-9-6

Mathematics identity instrument development for fifth through twelfth grade students

2023-9-5

The influence of students’ prior numeracy achievement on later numeracy achievement as a function of gender and year levels

2023-7-27

Inquiry-based mathematics education and attitudes towards mathematics: tracking profiles for teaching

2023-7-18

Influences on student decisions to enrol in higher-level mathematics courses

2023-7-11

Exploring spherical units as perceptual clues in enumerating 3D arrays

2023-7-5

Children engaging with partitive quotient tasks: elucidating qualitative heterogeneity within the Image Having layer of the Pirie–Kieren model

2023-7-4

Cognitive tuning in the STEM classroom: communication processes supporting children’s changing conceptions about data

2023-6-30

Generalization: strategies and representations used by sixth to eighth graders in a functional context

2023-6-22

Unpacking mathematics preservice teachers’ conceptions of equity

2023-6-16

How current perspectives on algorithmic thinking can be applied to students’ engagement in algorithmatizing tasks

2023-6-13

The relationship between prospective teachers’ mathematics knowledge for teaching and their ability to notice student thinking

2023-6-6

Approaches to investigating young children’s mathematical activity

2023-6-1

Implementing a pedagogical cycle to support data modelling and statistical reasoning in years 1 and 2 through the Interdisciplinary Mathematics and Science (IMS) project

2023-5-31

The stability of mathematics students’ beliefs about working with CAS

2023-5-27

Shifts in students’ predictive reasoning from data tables in years 3 and 4

2023-5-26

How tools mediate elementary students’ algebraic reasoning about evens and odds

2023-5-26

Assessing students’ understanding of time concepts in Years 3 and 4: insights from the development and use of a one-to-one task-based interview

2023-5-9

Interpreting young children’s multiplicative strategies through their drawn representations

2023-5-3