In Ireland, Initial Teacher Education [ITE] standards require all teachers to possess an adequate level of numeracy themselves in order to teach for numeracy learning across the school curriculum. This paper reports on a study that investigated 204 pre-service post-primary teachers' numeracy capabilities. Analysis of questionnaire data from…

This study examined a cohort of middle school pre-service mathematics teachers' understanding of the rate of change as they engaged in a model development sequence. By adopting a design-based research perspective, a model development sequence on the concept of rate of change has been designed and implemented as part of a mathematical modeling…

This study examined the effect of a professional development training programme on 20 second-year preservice mathematics teachers' knowledge in foundational mathematical concepts at a rural university in South Africa. The training programme aimed to enhance preservice teachers' mathematical knowledge for teaching. An embedded mixed-methods case…

Morton's "language knowledge for content teaching" (LKCT) is a powerful tool for understanding interactions in content and language integrated learning (CLIL) classrooms, as well as CLIL teachers' knowledge base and teacher language awareness (TLA). However, often lacking in the body of research on TLA and LKCT is an explicit stance on…

Probability signifies a mainstream strand in mathematics curricula. Nonetheless, many curricular documents prepared for teachers might not offer enough support. In such a situation, a further reflection on teachers' professional knowledge for teaching probability is demanded; especially, from the perspective of probabilistic reasoning (PoPR) that…

This study examines future secondary physics teachers' knowledge related to the teaching of sound waves, and specifically the topics of sound level and sound intensity. The data is comprised of future teachers' responses to a task in which they had to compose a script for an imaginary dialogue between a teacher and a group of students and to…

This article focuses on student teachers' professional development and explores how the students connect theory and practice in these processes. Data consist of 17 talks during weekly seminars with 15 preschool student teachers and a group of researchers both at campus and at the practicum placements during their first term. Initially, the…

This dissertation case study examines how teachers' levels of units coordination afford their ability to reason multiplicatively and fractionally, as well as use their mathematics knowledge for teaching to analyze student multiplicative and fractional reasoning, when a two-year intervention is put into place to evoke new mathematical reasoning.…

Chemish - the scientific language of chemistry - is crucial for learning chemistry. To help students acquire the competencies to understand and use Chemish, chemistry teachers need to have a sound knowledge of teaching and learning Chemish: Pedagogical Scientific Language Knowledge (PSLK). But still, despite the importance of this knowledge, the…

Teacher knowledge, especially of proportional reasoning, is important, particularly in middle school grades in the United States. In this instrumental case study, one teacher's understanding of constant as it relates to proportions and how that understanding shifted over the course of a six hour professional development experience is discussed.…

This paper explores one child's use of their schema to construct their knowledge and understanding within the early years curriculum for Wales -- the Foundation Phase (FP). It considers how a knowledge of schemas can facilitate practitioners in supporting children along their learning continuum and inform classroom pedagogy. This paper explores…

As a component of a course on geometry for preservice elementary teachers (PSTs), we derive area formulas for a variety of polygons including triangles, quadrilaterals, and both regular and irregular shapes whose areas can be measured empirically using decomposition. Decomposing a circle to justify why its area can be measured using the standard…

Deciphering teachers' paths to their disciplinary professional identities can make important elements of their tacit knowledge explicit and available to their students.

In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers' conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science…

Much research has been conducted regarding student alternative conceptions in chemistry, and a significant amount of work has focused on the areas of chemical equilibrium and reaction rates. Less research has focused on teachers' alternative conceptions in these areas, and most of this work has studied the conceptions of pre-service and novice…