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Investigations in Mathematics Learning is a peer-reviewed journal published by Taylor & Francis, covering Mathematics Education and Teaching Techniques, Cognitive and developmental aspects of mathematical skills, Teacher Education and Leadership Studies.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Investigations in Mathematics Learning 12 (3): 45–58.
Formats any DOI in Investigations in Mathematics Learning style. No sign-up. |
| Publishes research in | Mathematics Education and Teaching Techniques Cognitive and developmental aspects of mathematical skills Teacher Education and Leadership Studies Statistics Education and Methodologies Innovative Teaching and Learning Methods |
| ISSN | 1947-7503 |
| Citation impact (2-yr) | 1.19 |
| h-index | 20 |
| i10-index | 58 |
| Total citations | 2,015 |
| Top institutions publishing here | Bowling Green State University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This article presents a review of literature exploring five different perspectives on mathematical modeling in mathematics education. Because there is not a single agreed-on definition of what mathematical modeling is or how it should be done, a focused and extensive review of mathematical modeling is essential. The five broad classifications discussed in this article include…
This study identifies the kinds of problems teachers pose when they are asked to (a) generate problems from given information and (b) create new problems from ones given to them. To investigate teachers’ problem posting, preservice and inservice teachers completed background questionnaires and four problem-posing instruments. Based on previous research, a classification scheme was developed…
This article reports the robust validation process of the Mathematics Classroom Observation Protocol for Practices (MCOP2). The development of the instrument took into consideration both direct and dialogic instruction encompassing classroom interactions for the development of conceptual understanding, specifically examining teacher facilitation and student engagement. Instrument validation involved feedback from 164 external experts for content…
In research on mathematical problem posing, a broad spectrum of different situations is used to induce the activity of posing problems. This review aims at characterizing these so-called problem-posing situations by conducting three consecutive analyses: (1) By analyzing the openness of potential problem-posing situations, the concept of “mathematical posing” is concretized. (2) The problem-posing situations…
