Abstract Previous research in mathematics education has explored teachers’ conceptions of and its teaching learning, how their instructional tendencies (e.g., “traditional”, “technological”, “spontaneous” “investigative”) relate to these conceptions. However, empirical evidence on this topic from large samples pre-service teachers is limited. This study adapts validates an instrument originally...

We used a sequential synthesis problem to investigate novice teachers’ conceptual difficulties in hydrodynamics. Twenty-one new secondary level physics teachers from various regions of China, who had been service for no more than 2 years, participated the study. Each participant completed written hydrodynamics consisting four questions, all which were related situation about water flowing long,...

The art of explaining is generically present whether it done purposely, clearly and with impact or otherwise. Educationally, being able to explain pertinent even though explanations in teaching are not particularly visible literature, either theoretically empirically. This has sparked the current empirical study on conceptions among Universiti Teknologi MARA Malaysia Universitas Negeri Yogyakar...

Environmental Education (EE) enables awareness, critical consciousness and active positioning in relation to socio-environmental issues. Therefore, this article aims understand conceptions about EE of teachers the municipal education network Aracaju, Sergipe State, Brazil. For that purpose, we conducted semi-structured interviews analyzed responses based on Discursive Textual Analysis. Concepti...

Impulsivity is a salient individual difference in children with well-established predictive validity for life outcomes. The current investigation proposes that impulsive behaviors vary systematically by domain. In a series of studies with ethnically and socioeconomically diverse samples of middle school students, we find that schoolwork-related and interpersonal-related impulsivity, as observed...

Students’ conceptions of mathematical induction in a standard teaching approach were found to be largely manifestations of deficient proof schemes, such as the authoritative and the symbolic non-quantitative proof schemes. On the other hand, when a fundamentally different instructional treatment of mathematical induction was implemented in an elementary number theory course taught to prospectiv...