Knowing students as mathematics learners means being aware of the ways students learn certain topics.
Findings show that knowledge of students as mathematics learners influenced the ways teachers planned and implemented their lesson.
This study examined the knowledge of students as mathematics learners displayed by four 1st grade teachers from Romania when designing and implementing a lesson on numbers 10 100.
Finally, we each individually reflect on the entire experience with the catwalk problem, as mathematics learners, as teachers, and as professionals.
Rates this high re-enforce the outdated notion of mathematics as a gatekeeper which "refers to the exclusion of students from further involvement in school mathematics, in school, and beyond, based on their lack of success as mathematics learners" [25].
Teachers learned about students as mathematics learners from one series to another, and they tailored their use of manipulatives and classroom activities to meet the needs of their current students.
More compelling, Walkington et al. (2014) showed that adult mathematics learners also benefit from using trained gestures while learning about proofs; however, these benefits were only observed when accompanied by additional instructional scaffolds that explained to the learner how the gestures were related to underlying mathematical concepts.
There are spatial learners, linguistic learners, intrapersonal learners, interpersonal learners, musical learners, bodily-kinesthetic learners, and logical-mathematical learners.
A review of the literature regarding interest development and motivation as related to women as science, technology, engineering and mathematics (STEM) learners in diverse communities is presented.
As PTs began learning more about their own perceptions and how to address those in order to become better practitioners, they also learned about the students who struggled in mathematics as learners and how to best address their needs.
