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Mathematical Thinking and Learning Volume 10, 2008 - Issue 4
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Articles

Mathematics Teaching and Learning as a Mediating Process: The Case of Tape Diagrams

Aki Murata Stanford University School of Education, Correspondence[email protected]
Pages 374-406 | Published online: 21 Oct 2008

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Shirley Tan, Stéphane Clivaz & Masanobu Sakamoto. (2023) Presenting multiple representations at the chalkboard: bansho analysis of a Japanese mathematics classroom. Journal of Education for Teaching 49:4, pages 630-647.
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Geoff Clement & Susan Swars Auslander. (2022) The Singapore Modeling Method: Possibilities for Improving Elementary Teacher Mathematics Preparation. PRIMUS 32:10, pages 1125-1139.
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Raz Harel, Shai Olsher & Michal Yerushalmy. (2022) Personal elaborated feedback design in support of students’ conjecturing processes. Research in Mathematics Education 0:0, pages 1-20.
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Andrew Izsák, Sybilla Beckmann & Joy Stark. (2022) Seeking Coherence in the Multiplicative Conceptual Field: A Knowledge-in-Pieces Account. Cognition and Instruction 40:3, pages 305-350.
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Meixia Ding, Ryan Hassler & Xiaobao Li. (2021) Cognitive instructional principles in elementary mathematics classrooms: a case of teaching inverse relations. International Journal of Mathematical Education in Science and Technology 52:8, pages 1195-1224.
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Meixia Ding, Wei Chen & Ryan Scott Hassler. (2019) Linear quantity models in US and Chinese elementary mathematics classrooms. Mathematical Thinking and Learning 21:2, pages 105-130.
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Katherine E. Lewis. (2017) Designing a Bridging Discourse: Re-Mediation of a Mathematical Learning Disability. Journal of the Learning Sciences 26:2, pages 320-365.
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Meixia Ding. (2016) Opportunities to Learn: Inverse Relations in U.S. and Chinese Textbooks. Mathematical Thinking and Learning 18:1, pages 45-68.
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Aki Murata. (2013) Diversity and High Academic Expectations Without Tracking: Inclusively Responsive Instruction. Journal of the Learning Sciences 22:2, pages 312-335.
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Elena Naftaliev & Michal Yerushalmy. (2013) Guiding Explorations: Design Principles and Functions of Interactive Diagrams. Computers in the Schools 30:1-2, pages 61-75.
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Meixia Ding & Xiaobao Li. (2010) A Comparative Analysis of the Distributive Property in U.S. and Chinese Elementary Mathematics Textbooks. Cognition and Instruction 28:2, pages 146-180.
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Articles from other publishers (42)

Manju Manoharan & Berinderjeet Kaur. (2022) Mathematics Teachers’ Perceptions of Diagrams. International Journal of Science and Mathematics Education 21:4, pages 1315-1337.
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Martha W. Alibali, Anna N. Bartel & Amelia Yeo. 2023. Mathematical Teaching and Learning. Mathematical Teaching and Learning 9 27 .
Vitaly KiryushchenkoVitaly Kiryushchenko. 2023. Diagrams, Visual Imagination, and Continuity in Peirce's Philosophy of Mathematics. Diagrams, Visual Imagination, and Continuity in Peirce's Philosophy of Mathematics 1 9 .
Elena Naftaliev & Michal Yerushalmy. (2022) Guiding students’ learning with an interactive diagram: The case of equations. The Journal of Mathematical Behavior 68, pages 101008.
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Hiroaki Ayabe, Emmanuel Manalo & Erica de Vries. (2022) Problem-appropriate diagram instruction for improving mathematical word problem solving. Frontiers in Psychology 13.
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Meixia Ding, Yingkang Wu, Qimeng Liu & Jinfa Cai. (2022) Mathematics learning in Chinese contexts. ZDM – Mathematics Education 54:3, pages 477-496.
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Xiaobo She & Timothy Harrington. (2022) Teaching Word-Problem Solving through Tape Diagrams. Mathematics Teacher: Learning and Teaching PK-12 115:3, pages 170-182.
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Meixia Ding, Xiaobao Li, Monica L. Manfredonia & Wenda Luo. (2022) US and Chinese elementary teachers’ noticing of cross-cultural mathematics videos. Journal of Mathematics Teacher Education.
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Anna N. Bartel & Martha W. Alibali. (2021) Symbolizing algebraic story problems: Are diagrams helpful?. Applied Cognitive Psychology 35:6, pages 1427-1442.
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Ifunanya J.A. Ubah. (2021) The impact of different approaches to the teaching of Grade 5 fraction by three experienced teachers. South African Journal of Childhood Education 11:1.
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Masami Isoda & Raimundo Olfos. 2021. Teaching Multiplication with Lesson Study. Teaching Multiplication with Lesson Study 37 64 .
Masami Isoda & Raimundo Olfos. 2021. Teaching Multiplication with Lesson Study. Teaching Multiplication with Lesson Study 1 21 .
Katherine E. Lewis, Gwendolyn Sweeney, Grace M. Thompson & Rebecca M. Adler. (2020) Integer number sense and notation: A case study of a student with a mathematics learning disability. The Journal of Mathematical Behavior 59, pages 100797.
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Felipe Munoz-Rubke, Daniela Vera-Bachmann & Alejandro Alvarez-Espinoza. (2019) Learning Math: Two Principles to Avoid Headaches. Frontiers in Psychology 10.
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Berinderjeet Kaur. (2018) The why, what and how of the ‘Model’ method: a tool for representing and visualising relationships when solving whole number arithmetic word problems. ZDM 51:1, pages 151-168.
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Asha K. Jitendra & John Woodward. 2019. Cognitive Foundations for Improving Mathematical Learning. Cognitive Foundations for Improving Mathematical Learning 269 294 .
Wei Chen & Meixia Ding. (2019) Transition from Textbook to Classroom Instruction in Mathematics: The Case of an Expert Chinese Teacher. Frontiers of Education in China 13:4, pages 601-632.
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Beth M. Casey. 2018. Visualizing Mathematics. Visualizing Mathematics 341 345 .
Elena Naftaliev. 2018. Research on Mathematics Textbooks and Teachers’ Resources. Research on Mathematics Textbooks and Teachers’ Resources 297 314 .
Sybilla Beckmann & Torrey K. Kulow. 2018. Mathematics Matters in Education. Mathematics Matters in Education 117 148 .
Birgit Pepin, Jeffrey Choppin, Kenneth Ruthven & Nathalie Sinclair. (2017) Digital curriculum resources in mathematics education: foundations for change. ZDM 49:5, pages 645-661.
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Judit Moschkovich. (2017) Revisiting Early Research on Early Language and Number Names. EURASIA Journal of Mathematics, Science and Technology Education 13:7b.
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Junyi Chu, Bethany Rittle-Johnson & Emily R. Fyfe. (2017) Diagrams benefit symbolic problem-solving. British Journal of Educational Psychology 87:2, pages 273-287.
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Aryn A. Pyke, Jon M. Fincham & John R. Anderson. (2017) When math operations have visuospatial meanings versus purely symbolic definitions: Which solving stages and brain regions are affected?. NeuroImage 153, pages 319-335.
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Elena Naftaliev & Michal Yerushalmy. 2017. Digital Technologies in Designing Mathematics Education Tasks. Digital Technologies in Designing Mathematics Education Tasks 153 173 .
Terezinha Nunes, Beatriz Vargas Dorneles, Pi-Jen Lin & Elisabeth Rathgeb-SchniererTerezinha Nunes, Beatriz Vargas Dorneles, Pi-Jen Lin & Elisabeth Rathgeb-Schnierer. 2016. Teaching and Learning About Whole Numbers in Primary School. Teaching and Learning About Whole Numbers in Primary School 1 50 .
Julie Sarama & Douglas H. Clements. 2016. International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives. International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives 71 93 .
Aryn Pyke, Shawn Betts, Jon M. Fincham & John R. Anderson. (2014) Visuospatial referents facilitate the learning and transfer of mathematical operations: Extending the role of the angular gyrus. Cognitive, Affective, & Behavioral Neuroscience 15:1, pages 229-250.
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Sharon Sui Ngan Ng & Jin Sun. 2015. Mathematics and Transition to School. Mathematics and Transition to School 237 251 .
Maryl Gearhart & Geoffrey B. Saxe. (2014) Differentiated Instruction in Shared Mathematical Contexts. Teaching Children Mathematics 20:7, pages 426-435.
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Karen C. Fuson & Yeping Li. 2014. Mathematics Curriculum in School Education. Mathematics Curriculum in School Education 541 558 .
Geoffrey B. Saxe, Ronli Diakow & Maryl Gearhart. (2012) Towards curricular coherence in integers and fractions: a study of the efficacy of a lesson sequence that uses the number line as the principal representational context. ZDM 45:3, pages 343-364.
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Meixia Ding & Mary Alice Carlson. (2013) Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans. The Elementary School Journal 113:3, pages 359-385.
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Meixia Ding, Xiaobao Li & Mary M. Capraro. (2013) Preservice elementary teachers’ knowledge for teaching the associative property of multiplication: A preliminary analysis. The Journal of Mathematical Behavior 32:1, pages 36-52.
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Aki Murata, Laura Bofferding, Bindu E. Pothen, Megan W. Taylor & Sarah Wischnia. (2012) Making Connections Among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study. Journal for Research in Mathematics Education 43:5, pages 616-650.
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Julie L. Booth & Kenneth R. Koedinger. (2011) Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving. British Journal of Educational Psychology 82:3, pages 492-511.
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Aki Murata & Sailaja Kattubadi. (2012) Grade 3 students’ mathematization through modeling: Situation models and solution models with mutli-digit subtraction problem solving. The Journal of Mathematical Behavior 31:1, pages 15-28.
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Elena Naftaliev & Michal Yerushalmy. (2011) Solving algebra problems with interactive diagrams: Demonstration and construction of examples. The Journal of Mathematical Behavior 30:1, pages 48-61.
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Ferdinand D. RiveraFerdinand D. Rivera. 2011. Toward a Visually-Oriented School Mathematics Curriculum. Toward a Visually-Oriented School Mathematics Curriculum 21 58 .
Sharon Sui Ngan Ng & Nirmala Rao. (2010) Chinese Number Words, Culture, and Mathematics Learning. Review of Educational Research 80:2, pages 180-206.
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Karen C. Fuson & Yeping Li. (2009) Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking. ZDM 41:6, pages 793-808.
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Yeping Li, Xi Chen & Song An. (2009) Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and US mathematics textbooks: the case of fraction division. ZDM 41:6, pages 809-826.
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