The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Please send all submissions and correspondence to the editor, Professor Bharath Sriraman.
Current Issue: Volume 16, Numbers 1, 2, & 3 (February 2019)
“Saying nothing...sometimes says the most." - Emily Dickinson (1830-1886)
Editorial
Articles
On the definition of periodic decimal representations: An alternative point of view
Giuseppina Anatriello and Giovanni Vincenzi
Ways of knowing school mathematics
Ingrid Dash
A scientometric look at mathematics education from Scopus database
Miguel Cruz Ramirez and Rafael Armando Rodriguez Devesa
Changing Trends and Emerging Themes: Teaching and Learning in Post-Secondary Mathematics Classrooms
Sandra Baldwin and Vicki Squires
Clockface polygons and the collective joy of making mathematics together
Corey Brady, Rachel Blough, Kaitlyn Hollister, Peter (Tyree) Jordan, Samantha Marshall, Isaac Nichols, Lauren Vogelstein, and Panchompoo (Fai) Wisittanawat
Elementary teachers on orchestrating teaching for mathematically highly able pupils
Elisabet Mellroth, Jorryt van Bommel, and Yvonne Liljekvist
Positioning Pre-service Teacher Beliefs along the Traditional-Reform Continuum: An Examination of Normative Beliefs and Discursive Claims
Mary Elizabeth Riley Lloyd and Malia Howell
Extending Modelling Activity Diagrams as a tool to characterise mathematical modelling processes
Lluis Albarracin, Jonas Arleback, Elisabeth Civil, and Nuria Gorgorio
The Expected Value of a Random Variable: Semiotic and Lexical Ambiguities
Hyung Won Kim and Tim Fukawa-Connelly
Number series and computer
Petr Eisenmann and Martin Kuril
Designing digital storytelling for mathematics special education: an experience in support teacher education
Giovannina Albano and Umberto Dello Iacono
A Counting-Focused Instructional Treatment to Improve Number Sense:An Exploratory Classroom-Based Intervention Study
Jessica F. Shumway and Patricia S. Moyer-Packenham
Integrating Knowledge for Instruction: A Tale of Two Teachers
David D. Barker, John K. Lannin, Matthew S. Winsor, and J. Vince Kirwan
Revisiting Multiplication Area Models for Whole Numbers
Oh Hoon Kwon, Ji-Won Son, and Ji Yeong I
The derivative notion revised: The fractional case
Juan E. Napoles Valdes and Maria N. Quevedo
Use of animation to facilitate students in acquiring problem-solving: From Theory to Practice
HuiXuan Dilys Han and Tin Lam Toh
A mathematics teacher's identity study through their teaching practices in a postgraduate training course
Veronica Molfino and Cristina Ochoviet
A Re-emergent Analysis of Early Algebraic Learning
Steven Boyce and Diana Moss
A Problem Solving Medicine Wheel
Paul Betts and Sari Rosenberg
Evaluation of the Maths Arcade initiative at five U.K. universities
Peter Rowlett, Kingsley Webster, Noel-Ann Bradshaw, and James Hind
Pre-service teacher statistical misconceptions during teacher preparation program
Tracey Gorham Blanco and Scott A. Chamberlin
Journaling to Support Student Learning: The Case of an Elementary Number Theory Course
Christina Starkey, Hiroko K. Warshauer, and Max Warshauer
Factors that Influence Mathematical Creativity
Joseph S. Kozlowski, Scott A. Chamberlin, and Eric Mann
Girls Explore Math Careers by Making 3D-Constructions of Diverse Women Mathematicians’ Lives
Audrey C. Rule, Dana Atwood Blaine, Clayton M. Edwards, and Mindy Gordon
Do we need to insist on REAL numbers?
Ion Moutinho and Rina Zazkis
