Journal of Mathematics Education at Teachers College

Beyond Memorization: Advocating Derivation and Proof in School Mathematics

Darlington Chibueze Duru — 2026-01-23

This paper advocates for the teaching and emphasis of derivation and proof in school mathematics as
a means to foster deeper conceptual understanding and reduce overreliance on rote memorization. By examining
the derivation of key geometric formulas-such as the volumes of a cylinder, cone, prism, and pyramid, as well as
the shortest distance between two points on a sphere in latitude and longitude-it demonstrates how students can
engage meaningfully with mathematical ideas. Through logical reasoning, spatial visualization, and mathematical
connections, derivation empowers learners to appreciate mathematics as a coherent and purposeful discipline.
The paper calls for an instructional shift toward reasoning-based learning in school curricula to cultivate critical
thinking and lasting comprehension.

Fall 2025 Preface

Kihoon Lee — 2026-01-23

Beyond academic results: motivational and emotional factors as indicators of educational effectiveness in mathematics

Laëtitia Dragone — 2026-01-23

Evaluating educational effectiveness based solely on academic results obscures essential aspects of student development. This study examines the relevance of motivational and affective indicators as complementary criteria for academic effectiveness in mathematics. Six dimensions were analyzed: interest in mathematics, perceived usefulness, perceived difficulty, expectations of success, self-efficacy, and mathematical anxiety. The methodology is based on two validated instruments, supplemented by teacher evaluations. The results confirm the importance of non-cognitive factors: self-efficacy correlates positively with performance and negatively with anxiety and perceived difficulty. Significant gender differences emerge, with boys showing higher self-efficacy than girls. Math anxiety is a major obstacle to learning, particularly for struggling students. This research calls for a broader conceptualization of educational effectiveness that integrates cognitive, motivational, and emotional dimensions to better support all students.

Math Teachers’ Perceptions of Student Math Anxiety in Underserved Schools: Systemic Barriers and Transformative Practices

Muhammad Sharif Uddin — 2026-01-23

This qualitative phenomenological study utilized critical pedagogy as a framework to explore K-12 students’ math anxiety from teachers’ perspectives, the systemic barriers contributing to this anxiety, and the transformative practices that educators implement to promote students’ math learning. Semi-structured interviews were conducted with nine math teachers with an average of 17 years of teaching experience in diverse, urban, or Title I schools. A reflexive thematic analysis was applied, revealing that teachers clearly understood their students’ math anxiety and the systemic challenges contributing to it. This study found that students’ math avoidance behavior, their lack of cumulative math learning, shortage of qualified math teachers, families with low-socioeconomic status, high-stakes testing, and lack of transformative practices were perceived as the reasons for math anxiety by the teachers. This finding suggests targeted professional development for math teachers to enhance their skills in developing students’ agency and sense of belonging to challenge systemic barriers.

Confident conversations

Evan Throop-Robinson — 2026-01-23

Many preservice teachers (PSTs) suffer from math anxiety. This article addresses this phenomenon and offers a tool with concrete strategies to engage PSTs in conversations to build confidence and empower their future teaching. The objectives of the conversations include: (1) articulating beliefs about mathematics, (2) recognizing the impact of previous experiences with mathematical contexts; and (3) building confidence in understanding and applying mathematical concepts. Reflections from PSTs underscore the pivotal role of conversations within a supportive environment in reshaping beliefs about mathematics and addressing math anxiety in both present practice and future classrooms.

Fall 2025 Acknowledgements

2026-01-23

Fall 2025 Issue Front Cover

2026-01-23

Fall 2025 Issue Back Cover

2026-01-23