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Drawing on data from the Republic of Cyprus, this paper uncovers elementary teachers' epistemological beliefs about mathematics. Twenty-two experienced teachers were invited to individual semi-structured interviews. Thematic data-driven analyses identified three themes and eight sub-themes, which I discuss, taking their socio-cultural context into consideration. This study suggests that applying predetermined frameworks directly taken from the literature when examining teachers’ epistemological beliefs in mathematics can be problematic, as they might hinder other culturally specific beliefs from emerging. In closing, this paper presents some implications for the results on teacher education and professional development, as well as ideas for future research. [ABSTRACT FROM AUTHOR]

The number of students who leave U.S. schools mathematically underprepared has prompted widespread concern. Low achieving students, many of whom have been turned off mathematics, are often placed in low tracks and given remedial, skills-oriented work. This study examines a different approach wherein heterogeneous groups of students were given responsibility and agency and asked to engage in a range of mathematical practices collaboratively. The teaching intervention, which was introduced in the first paper, took place as part of a summer class on algebra, and it gave students the opportunity to participate with mathematics in changed ways. This paper will report evidence that the vast majority responded with increased engagement, achievement, and enjoyment. The students chose collaboration and agency as critical to their improved relationships with mathematics. [ABSTRACT FROM AUTHOR]

Exercises are an essential part of learning university-level mathematics. Automated assessments provide an easy and flexible way to create new exercises for students. Moreover, students’ performances may be monitored in real time. In 2012, we started to test a mathematical exercise creation system originally created in Lappeenranta University of Technology (LUT). The functionality of this system was jointly piloted by LUT and the National Defence University (NDU). The system was tested in the NDU basic mathematics course with 137 cadets. We show in this article that students who used the automated exercise system scored better on examinations than the students from the previous and following year who could not use the system. A statistical summary of the students’ results is presented at the end of this paper to support this conclusion. We will also compare this system to the other systems in the market and consider whether it makes sense for universities to develop this kind of system or whether it is simply a waste of time and money. [ABSTRACT FROM AUTHOR]