The purpose of this study is to analyze the teaching strategies of the prospective teachers of mathematics for elementary school in relevance with the geometry formulas. The participants of the study are constituted by six senior students of the program of mathematics teaching for elementary school. In this study, where the qualitative research approach is employed, the method of case study is used and the data of the study were aggregated with the techniques of semi-structured interview, observation and analysis of documentation. The data of the study were analyzed by the virtue of the technique of content analysis. With regard to the data obtained from the study, it was seen that the prospective teachers were the supporters of making students find the logic of the formulas by explaining them, instead of making them memorize, while they were teaching the mathematical formulas of which logical reason they could explain. On the contrary, it was found that the prospective teachers were the supporters of making students memorize directly the formulas of which logical explanation they could not explain. Besides, even if the prospective teachers could explain the meaning of the given formula, they could not make teaching explanations enough while they were teaching this formula.

The purpose of this study was to analyze and interpret characteristics of classroom discourse of an elementary mathematics classroom. To examine the classroom discourse, a fifth grade mathematics classroom was observed during sixteen weeks, and twenty lesson hours in total. The analysis was based on Student Learning as the main category, which was further divided into two sub-categories, including content and learning. Results showed that despite the recent reform efforts in school mathematics in Turkey; still teacher-centered instruction continues to be the dominating instructional method. Although the results did not meet the assumptions of the discursive classroom at all; based on the results, it could be said that in classroom practices, mathematics teachers try to make connections between mathematical content and other disciplines where they tried to give examples from real-world situations and also encourage students in that way; as pointed out in the school mathematics curriculum.

This design research investigated the mathematical practices that eight graders (14-year-old students) developed when learning about prisms, cylinders, and their surface areas. An inquiry-based learning environment was created for students to engage in argumentation. The instruction was enriched by use of a dynamic geometry software, namely GeoGebra, to assist students in visualizing and reasoning about 3D shapes. Rasmussen and Stephan’s three-phase method (2008) was used to organize the collected data, which in turn were analyzed using Krummheuer’s model of argumentation (2015). The results indicated the emergence of three mathematical practices and several taken-as-shared ideas: (1) defining prisms, (2) computing the surface area of a prism, and (3) computing the surface area of a cylinder. The study’s results revealed that students’ understanding improved when learning concepts simultaneously with argumentation and dynamic geometry software.

Mathemat ical co mmunicat ion co mpetence was mentioned the first time in the Mathematics curriculu m of Vietnam, which was published in 2018. It includes different skills such as listening, reading , presenting, expressing mathemat ical ideas, and knowing how to use mathemat ical language to communicate, discuss interaction with other people. The problem is how to organize teaching to promote mathematical communicat ion. In 2004, Radford and Demers based on the theory of Zones of Pro ximal Develop ment [12] to develop a teaching strategy called the fourth strategy [9]. This teaching strategy has seven steps; it provides groups of the student with different activit ies to discuss, exchange, review their learn ing products. We have adopted this teaching strategy in a teaching situation about the concept of function in junior high school in Vietnam. Twelve students who participated in our study case worked in pairs. Th is teaching process focused on each group of two students reviewing products of another and basing on comments fro m other g roups to improve their products. Furthermore, our teaching situation puts students in front of the various representations of function and thus enhances the use of mathemat ical language and mathe matical co mmunication for students. The results of our study showed that the teaching strategy of Radford and Demers increased students' mathematical communicat ion. Lessons drawn fro m the study are that this strategy is really an effective teaching method if teachers assign open problems that stimulate the curiosities of students; in the classroom, they feel free and confident in discussion; if these conditions are met, students who learn in this approach will acquire and reinforce the knowledge as a result of a mathematical communication process.

The aim of the present study is to determine the elementary pre-service mathematics teachers’ understanding on solids. For this purpose, pre-service teachers’ definitions and drawings of these objects were examined. Qualitative research method was used. A written questionnaire consisting of sixteen open-ended and multiple-choice questions was conducted with 127 elementary pre-service mathematics teachers chosen by convenience sample which is one of non-random sampling method. The collected qualitative data were analyzed by both descriptive and content analysis. The results revealed that pre-service teachers made insufficient connections among cylinder, prism, cone and pyramid. So, it can be said that their understanding about solids was weak and procedural.

This paper reports on a study that investigated the kind of mathematical work a specific teacher does as he goes about his teaching. The study involved the pedagogic practice of one teacher teaching linear functions to his class of grade 10 learners in a secondary school ...

This work describes and analyzes the dialectic study and research , during implementation of Study and Research Path (SRP), in two high school courses. We analyzed over more than eight hundred protocols that generated the responses of (N = 75) students. The inquiry started with the question: “ Which is the best savings plan to generate the greatest amount of income with a bank deposit that pays interest?” for which the students did not have an immediate response. That is to say, they did not know with what mathematical knowledge, or extra-mathematical, they could approach it. The analysis shows that implementing this type of teaching in an institution with previous experience in this paradigm works better than in one that lacks of prior experience. Article visualizations: