Mathematics Commons^™

Beyond Intent: Teacher Capacity, Opportunity To Learn, And The Persistence Of Math Equity Gaps In Tennessee (2000-2025), Soso Dede

The Journal of the Research Association of Minority Professors

For a quarter-century (2000–2025), Tennessee pursued mathematics reforms aiming for equity, yet stark racial and socioeconomic achievement gaps endure. Framed by Opportunity to Learn (OTL) and Mathematical Knowledge for Teaching (MKT), this study investigates the intersection of equity, teacher capacity, and policy. By synthesizing assessment data, program evaluations, policy documents, and research literature, this study reveals that systemic OTL inequities—disparate access to quality instruction, adequate resources, and teachers possessing strong MKT—are primary drivers of these enduring gaps. Such inequities deny marginalized students a fair chance at mathematical proficiency. The interplay between OTL and MKT is critical: inadequate OTL constrains knowledgeable …

Graduate Student Reflections On Mentoring Undergraduate Researchers In Mathematics, Melissa Beerbower, Jillian Cervantes, Pamela E. Harris, Kimberly J. Harry, Matt Mcclinton, Gabriella Pinter

Journal of Humanistic Mathematics

This is an interview with four graduate students who for the first time mentored undergraduate students during a summer research program. The interviewees present their lessons learned in mentoring and advice to other graduate students looking to mentor students.

Cultivating Mathematics Teacher Educators’ Hearts, Critical Consciousness, And Professional Praxis Through Book Study, Mary Raygoza, Missy D. Cosby, Sheila Orr, Barbara King, Justin T. Burris, Siddhi Soni

Journal of Humanistic Mathematics

At a time when executive orders and state legislation are attempting to ban practices promoting equity, belonging, and social justice from education, specifically STEM education, in the United States, mathematics teacher educators (MTEs) remain committed to humanizing mathematics teaching and learning practices and seek opportunities to learn how to adhere to their convictions while preparing mathematics teachers for the classroom. This paper offers reflections and considerations for how the authors engaged interested MTEs to shift or strengthen their individual and collective professional praxis through a book study. Specifically, we examine the design (the what) and process (the how) of a …

Differentiating And Accommodating Ocd And Anxiety In Mathematical Contexts, Madeline F. Gavares

Interdivisional Studies Summer Fellows

Students in mathematics classrooms may experience emotional and cognitive challenges that affect how they engage with coursework and assessments. While math anxiety has been widely documented, less attention has been given to how obsessive-compulsive disorder (OCD), particularly checking behaviors, may influence students’ experiences in math settings. This study explores how students who report math anxiety and those who report OCD symptoms describe their engagement with math tasks and test-taking. Drawing on survey and interview data from students and teachers, this study examines how these experiences are articulated and perceived in academic math contexts, rather than evaluating ability or outcomes. By …

Student Worksheets Based On The Local Wisdom Of Besilek Serawai For Sixth-Grade Elementary Science Learning, Mice Agustin, Tomi Hidayat, Irwandi Irwandi

Jurnal Pendidikan Sains

This study aims to develop a Student Worksheet (Lembar Kerja Peserta Didik [LKPD]) based on the local wisdom of Besilek Serawai for sixth-grade elementary science education and to evaluate its validity. The study employed the ADDIE development model, consisting of five stages: Analyze, Design, Develop, Implement, and Evaluate. The developed LKPD integrates Besilek Serawai, a traditional martial art of the Seluma community, with the concept of the human locomotor system in science instruction. The worksheet was validated by two subject-matter experts and two media experts. Material validation yielded an average score of 4.26, equivalent to a validity percentage of 85.2%, …

Course Portfolio: Elements Of Physics Phys 151, Evan A. Rich

UNL Faculty Course Portfolios

This course portfolio documents the instructional design, teaching methods, and ongoing assessment efforts for PHYS 151: Elements of Physics, an algebra-based introductory physics course at the University of Nebraska-Lincoln. The course serves a broad undergraduate population, including architecture, construction management, and life science majors. The portfolio describes the teaching framework that integrates pre-lecture video preparation, active in-class engagement through iClicker questions, and collaborative weekly recitation sections, all unified around a structured six-step problem-solving approach. A central concern of the course is building students’ self-efficacy in physics, particularly among those with math anxiety or limited preparation. Two assessments are reported: a …

Mississippi Early Childhood Math Resource Guide: Supporting Mathematical Development From Birth Through Age Eight, Melissa Luckett, Systems Change Lab, Mississippi State University, Social Science Research Center, Mississippi State University

Books

The Mississippi Early Childhood Math Resource Guide is a comprehensive, research-informed digital publication designed to support the development of foundational mathematical skills in children from birth through age eight. Developed by the Systems Change Lab at Mississippi State University's Social Science Research Center, the guide translates evidence-based early mathematics concepts into practical, accessible strategies for educators, families, and caregivers. 

Organized by developmental stages, the guide integrates learning domains, age-appropriate math skills, and everyday instructional practices to promote the use of "math talk" and embedded learning opportunities across settings. It incorporates activities, instructional strategies, and resources aligned to support both formal …

Development Of Problem-Based Teaching Modules On Linear Systems Of Equations And Inequalities To Improve Mathematical Problem-Solving Skills, Elsya Suharnita, Kartini Kartini, Sehatta Saragih

Jurnal Pendidikan Sains

This study addresses the low mathematical problem-solving competency among Indonesian students, as evidenced by the PISA 2018 results that showed 71% failed to meet the minimum mathematical competency level. This study aims to develop a problem-based learning (PBL) module for systems of equations and inequalities content to improve Phase E students' mathematical problem-solving abilities. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, this study involved expert validation, a small group trial with 12 students, and field implementation using a posttest-only control group design with 24 students in the experimental group and 25 students in the control group. The results …

Reminiscences Of My Past Life As A High School Math Teacher, Wayne Nirode

Journal of Humanistic Mathematics

In this article, I reflect on my twenty years as a high school math teacher. I describe four distinct phases of my career in five-year increments. I aim to make public both what makes teaching high school students rewarding and what makes it difficult. Also, my writing illuminates how indelible the first five years were to my development as a teacher. I hope that this brief memoir helps early-career teachers see past the tumultuous beginnings while also inspiring veteran teachers to reflect on their own careers.

Teaching Numeracy For Social Justice: Educational Equity, Esther Isabelle Wilder, Crystal C. Rodriguez, Caterina Shost, Eduardo Vianna, Frank Wang

Numeracy

The special collection, “Teaching Numeracy for Social Justice: Educational Equity,” focuses on how quantitative reasoning (QR) can function as a vehicle for equity, empowerment, and democratic participation. Building on a longstanding tradition that treats numeracy as inseparable from social justice, these contributions highlight how progressive pedagogies (e.g., active learning, authentic research, and equity-oriented assessment) have the potential to broaden access for students historically excluded from quantitative fields. The studies span a variety of conceptual frameworks, introductory and advanced quantitative instruction, and interdisciplinary applications, showcasing how inclusive QR practices can build confidence, agency, and real-world understanding. These articles demonstrate that when …

Creating A Positive Learning Environment In A Math Course For Preservice Teachers, Kien H. Lim, Hilda Y. Sotelo

Departmental Papers (Math)

This study examines how a mathematics instructor cultivated a positive learning environment in a synchronous online course for 23 preservice teachers. Guided by self-determination theory, growth mindset, and mathematical caring, the course integrated high-cognitive-demand tasks, collaborative problem solving, flexible policies, and motivational supports. Data sources included reflection logs (Likert-scale items and open-ended responses) and a focus group; the instructor’s reflexive self-study informed result interpretation. Wilcoxon signed-rank tests indicated significant gains in students’ sense of inclusion and trust, though some instructor- related ratings declined late in the semester. Qualitative findings emphasized students’ appreciation for flexibility, encouragement, and growth-oriented feedback. Despite time …

Timss 2023 – Infographic: Future Pd Needs Of Maths Teachers, Jo Earp

Teacher infographics

The IEA’s Trends in International Mathematics and Science Study (TIMSS) is a global assessment measuring student achievement in years 4 and 8. Teachers from participating schools also complete a questionnaire. Today’s infographic looks at the topics that mathematics teachers reported needing professional development on in the future.

Preparing Confident Elementary Mathematics Teachers: Addressing Anxiety, Building Fluency, And Strengthening Practice., Amber Diamond Pendleton

Electronic Theses and Dissertations

This dissertation, presented in three articles, examines how elementary preservice teachers (PSTs) experience and develop as mathematics learners and future educators when methods coursework deliberately integrates mathematical reasoning with affective supports. Collectively, the studies investigate how research-informed instructional design may help address mathematics anxiety (MA), mathematics teaching anxiety (MTA), procedural fluency, and instructional practice. The first article, written for practitioners and elementary mathematics teachers, illustrates how well-established instructional routines, such as number talks and student work analysis, can be facilitated to support procedural fluency in multiplication. Using classroom vignettes, this article highlights instructional moves that make structure visible, promote strategy …

Infographic: Pisa Insights – Encouraging Mathematical Thinking, Dominique Russell

Teacher infographics

Each cycle of the global Programme for International Student Assessment (PISA) includes a teacher questionnaire. One questionnaire topic – encouraging mathematical thinking – can help foster critical thinking, enhance problem-solving skills and allow students to see the relevance and connectedness of mathematics in their lives.

Italian Mathematics Prison Teachers’ Perspective On The Teaching/Learning Of Mathematics In Prison School, Andrea Maffia, Luca Decembrotto, Chiara Giberti, Federica Mennuni, Gabriella Pocalana, Silvia Regola, Agnese Telloni

Journal of Prison Education Research

Teaching in the prison context is characterized by a high complexity level; it is a multifaced activity influenced by several factors depending on the specific context. We present a preliminary but overall picture of schooling in Italian prisons by considering teachers’ reflections regarding their experiences in teaching mathematics in correctional facilities. To address the gap in the current literature on this issue, we conducted a SWOT analysis on the reflection provided by a group of nine Italian mathematics teachers who teach in different prisons and with different experiences and backgrounds. Their reflection allowed us to identify and describe six theory-driven …

Growth Mindset In The Mathematics Classroom: Studying The Effects Of A Growth Mindset Intervention On High School Students In A Geometry Classroom, Katelyn Strauss

Mathematics Graduate Theses

Having a growth mindset is crucial to being successful in a mathematics classroom. However, many students believe themselves to be either “mathematics people” or “not mathematics people”. When students believe they are not a mathematics person, they are far less likely to engage in material where they face struggles, and thus they miss out on valuable learning. A review of the literature has show that students have been able to shift their mindset from fixed to growth through a series of interventions. I used a unit in Geometry to see how a growth mindset intervention would affect the mindset of …

Graphical Timetables As A Real-Life Example Of Different Representations Of Functions, Olav G. Imenes

Journal of Humanistic Mathematics

This paper examines 203 pre-service teachers' reactions and learning when they were introduced to a real-life situation in which it is natural to publish officially both graphs and tables of a given function: the situation of operating a railway. I found that almost all the pre-service teachers managed the easiest tasks, like calculating speeds, distances, and time for train represented by graphs. However, the more complicated tasks, which required interpretations of the graphs and tables, such as planning for a delayed train, finding which trains were locals, freight trains etc., were more difficult for them to grasp. There were few …

The Other Side Of The Equation: De-Simplification, A Prerequisite For Calculus, Stephen L. Brown

ACMS Conference Proceedings 2005

No abstract provided.

Culture And Context: How Frames Of Teaching And Of Learning Mathematics Form And Change For Graduate Student Instructors, Johan Benedict A. Cristobal

Department of Mathematics: Dissertations, Theses, and Student Research

Why do instructors teach the way that they do? This question is key in understanding how and why asset-based or deficit-based practices are enacted in the classroom. In consequence, this question also gives insight into how the environment where students learn is shaped. Mathematics education research, in particular, has been concerned with how instructors respond to students’ contributions in the classroom and how these ways of responding can (dis)empower students.

One way to answer this question is to understand how instructors frame their own teaching and their students’ learning. Frames are mental constructs which help individuals filter details, interpret information, …

Culture And Context: How Frames Of Teaching And Of Learning Mathematics Form And Change For Graduate Student Instructors, Johan Benedict Arroyo Cristobal

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Why do instructors teach the way that they do? This question is key in understanding how and why asset-based or deficit-based practices are enacted in the classroom. In consequence, this question also gives insight into how the environment where students learn is shaped. Mathematics education research, in particular, has been concerned with how instructors respond to students’ contributions in the classroom and how these ways of responding can (dis)empower students.

One way to answer this question is to understand how instructors frame their own teaching and their students’ learning. Frames are mental constructs which help individuals filter details, interpret information, …

Revisiting The Hidden Symmetries Of The Multiplication Table, Zoheir Barka

Journal of Humanistic Mathematics

In previous work, we have explored some of the symmetries hidden in the multiplication tables of natural numbers and integers. In this article, we dive deeper into the hidden symmetries within the distribution of positive and negative integers. We also share various ideas to explore these symmetries in a classroom setting, encouraging active engagement and deeper understanding among students.

Math Is _______: A Study On Prospective Teachers' Perceptions Of Math And Teaching Math, Kayla Mead, Katherine Baker

Journal of Humanistic Mathematics

In this project, we examined one cohort of twenty-eight college students and their perceptions of mathematics at the beginning and end of a semester-long mathematics content course for K-8 prospective teachers (PTs). More specifically, our study explored PTs’ perceptions of what mathematics is and what mathematics teaching is, and how and why those perceptions might change over the semester-long mathematics course. PTs’ perceptions were captured through open-ended surveys and follow-up interviews. Our intention was to better understand the reasonings for changes in perceptions during the course to support teacher educators in their work of preparing prospective teachers.

7th International Conference On Creative Mathematical Sciences Communication (Cmsc`24), Frances A. Rosamond

Journal of Humanistic Mathematics

The 7th International Creative Mathematical Sciences Communication (CMSC) conference is scheduled for October 2024 in Trier, Germany. Initiated in Darwin, Australia in 2013, CMSC aims to explore novel methods of imparting computational thinking to diverse audiences including non-specialists, modern citizens, and children. Participants from around the world and from various and interdisciplinary disciplines such as science, education, dance, drama, and visual arts convene to exchange ideas, present experimental approaches, and collaborate on engaging children in the exploration of ongoing, unresolved research challenges.

The Value Of Adding Nothing: A Call For Reform-Oriented Polynomial Division, Jonathan Clark, Jeneva Clark

Journal of Humanistic Mathematics

The call to implement reform practices in schools reflects the historical turn away from the behaviorist theory of learning in education. Yet the praxis of this turn remains a significant challenge, particularly within mathematics classrooms where procedural memorization is emphasized. In this article, we show one means of how to advance our pursuit of meaningful mathematics into polynomial division. Building on the literature for reform-based division methods, an alternative to the long division algorithm will be explored that relies solely on adding zero and fundamental algebraic principles.

Building Communities Of Care For Equity, Justice, And Culturally Responsive Practice In Mathematics Education, Nicole Fletcher, B Waid

Journal of Humanistic Mathematics

Teaching is widely considered one of the “caring professions,” but conceptualizations of care and how care is put into practice in education are not universal. In this article, we draw from a range of perspectives on care that integrate supportive interpersonal relationships, high expectations, and culturally relevant theories of critical care, as well as Queer Theory and Disability Justice, to explore the application of these ideas in mathematics education. We identify key elements for building communities of care in mathematics education contexts: co-constructing community agreements, redefining participation, shifting traditional power structures, collaborative problem solving, and building networks of care beyond …

Key Benefits Of Small Group Instruction For Diverse Learners, Lydia Mcevoy

Master's Theses

Utilizing a mixed method approach this research study investigated the effects of small group instruction on the learning of diverse learners. Informed by a preliminary literature review that supports the use of small-group instruction, the researcher conducted a small-scale action research project to focus on three diverse learners in a 1st-grade classroom over four weeks. One of the findings of this project shows that small group instruction helps promote social and emotional skills as students feel more comfortable interacting with peers in a small group rather than in a whole group. Another finding indicates that students feel more encouraged by …

Tasks For Learning Trigonometry, Sydnee Andreasen

All Graduate Reports and Creative Projects, Fall 2023 to Present

Many studies have been done using task-based learning within different mathematics courses. Within the field of trigonometry, task-based learning is lacking. The following research aimed to create engaging, mathematically rich tasks that meet the standards for the current trigonometry course at Utah State University and align with the State of Utah Core Standards for 7th through 12th grades. Four lessons were selected and developed based on the alignment of standards, the relevance to the remainder of the trigonometry course, and the relevance to courses beyond trigonometry. The four lessons that were chosen and developed were related to trigonometric ratios, graphing …

“Don’T Call On Me!”: Mediating Preservice Elementary Teachers’ Mathematics Anxiety In A Problem-Based Classroom, Christina Koehne, Wenyen Huang, Nataly Chesky

Excelsior: Leadership in Teaching and Learning

This study aims to understand the ways in which problem-based teaching in a mathematics content course can alleviate pre-service elementary school teachers' mathematics anxiety. The significance of this work is to help increase the content and pedagogical knowledge of mathematics education, as outlined in STEM policies. Using a mixed method approach, the teachers-researchers explore what methods, procedures, and other perhaps unknown variables, helped pre-service elementary teachers decrease their mathematics anxiety during two mathematics content courses. The findings illuminate five major themes the authors discuss, which are illustrated by rich descriptions of students’ narratives and interviews. Given the importance of mathematics …

Undergraduate Mathematics Students Question And Critique Society Through Mathematical Modeling, Will Tidwell, Amy Bennett

Journal of Humanistic Mathematics

Mathematics can be used as a tool to question and critique society and, in doing so, give us more information about the world around us and how it operates. This however, is not a common perspective that is conveyed to students during their undergraduate mathematics coursework. This paper contributes to the understanding of how undergraduate mathematics students question and critique society via mathematical modeling tasks. In two courses at two universities, 27 mathematics majors and secondary preservice teachers engaged in the modeling process situated in authentic contexts to learn specific concepts and make mathematical connections across domains and disciplines. Both …

Gödel's Theorem In The Continuing Education Of Mathematics Teachers, Ana J. Lemes

Journal of Humanistic Mathematics

The notion of dépaysement épistémologique (epistemological disorientation) aims to capture the sense of disorientation when a learner is led to question their prior assumptions and understandings, generating uncertainty in a context in which they thought they had certain knowledge. This article describes an activity used with a group of practicing mathematics teachers in Uruguay that integrates elements of the history of mathematics related to Gödel’s incompleteness theorem, with the aim of provoking in the participants the experience of dépaysement épistémologique. Results show that several of the teachers participating in the activity felt dépaysement épistémologique, and this feeling triggered …