The present study aimed to describe teachers' instructional flows when implementing a mathematical problem-posing task using scriptwriting technique. With matchsticks, a growing pattern that increases by a constant unit was created and presented to the teachers as a problem-posing situation. We analyzed the instructional flows in 50 scripts,…

Research on mathematics learner identity often relies on interview data and presents case studies of individuals. This method allows an in-depth understanding of the person and their relationship with mathematics, but fails to generate a larger picture of identity with more breadth. In this paper we propose a method that blurs the boundaries of…

The development of mathematical reasoning skills has increasingly been of focus for the teaching and learning of mathematics. This research utilizes a teaching simulation using the methodology of scriptwriting, in which prospective teachers are asked to complete a script of a dialogue from a classroom simulation involving fraction multiplication…

Practice-based pedagogies, such as representations of practice and approximations of practice, are increasingly common in mathematics teacher education. More needs to be known about how teacher candidates' (TCs') productions through such activities make visible the resources they bring to the work of teaching. In this paper, we highlight our use…

To leverage pedagogies of approximation to improve teacher education, educational researchers must first tackle the methodological question, "How can we determine the potential of pedagogies of approximation for supporting the growth of prospective teachers' knowledge and practices for teaching?" In this paper, we offer a model called…

With this article, we aim to spur a conversation on research implementation in the context of collaborations of mathematics teachers and educational researchers, with a special interest in projects situated in university mathematics education. Implementation has been often discussed in relation to the education of school teachers, and we suggest…

"Vicarious learning" research is a burgeoning area of inquiry, which examines the learning of students who observe and are engaged with video- or audio-taped presentations of other people engaged in learning (Chi et al., 2008). In such studies, the students or "vicarious learners" (VLs) are positioned as indirect participants…

"Vicarious learning" research is a burgeoning area of inquiry, which examines the learning of students who observe and are engaged with video- or audio-taped presentations of other people engaged in learning (Chi et al., 2008). In such studies, the students or "vicarious learners" (VLs) are positioned as indirect participants…

In this study we introduce "lesson play experience" (LPE) for implementation as professional development for in-service teachers. LPE is an extension of the "lesson play" notion, which refers to a script for an imagined lesson, written by a teacher, presented as dialogue of teacher-student(s) interaction. In mathematics teacher…

We show how we used a national distribution of responses from 416 practicing teachers to items of a test of mathematical knowledge for teaching geometry to estimate changes in knowledge by a group of 11 practicing teachers who participated in a 2-year practice-based professional development programme. To draw a reliable interpretation of the…

This study focuses on instances of creativity in the design of Lesson Play tasks and in prospective teachers' responses to the tasks. A Lesson Play task assumes a theatrical interpretation of the word "play" and requires teachers to write a script for an imaginary interaction between a teacher-character and student-characters, attending…

A significant body of research literature in mathematics education attends to mathematical proofs. However, scant research attends to proof comprehension, which is the focus of this study. We examine perspective secondary teachers' conceptions of what constitutes comprehension of a given proof and their ideas of how students' comprehension can be…

This study is concerned with tensions between the two different perspectives on the concept of angle: angle as a static shape and angle as a dynamic turn. The goal of the study is to explore how teachers cope with these tensions. We analyze scripts of 16 in-service secondary mathematics teachers, which feature a dialogue between a teacher and…

Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of supporting their acquisition may require combining different scaffolds. However, how to combine different scaffolds is a delicate issue, as providing learners…

The purpose of this study was to implement a Video Simulation Task in a mathematics methods teacher education course to engage preservice teachers in considering both the teaching and learning aspects of mathematics lesson delivery. Participants anticipated student and teacher thinking and created simulations, in which they acted out scenes on a…