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Download full textElbehary, Samah Gamal Ahmed – International Electronic Journal of Mathematics Education, 2022
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…
Descriptors: Probability, Mathematics Instruction, Mathematics Teachers, Pedagogical Content Knowledge
Francisco, John M. – LUMAT: International Journal on Math, Science and Technology Education, 2022
Reform movements in mathematics education advocate that mathematical argumentation play a central role in all classrooms. However, research shows that mathematics teachers at all grade level find it challenging to support argumentation in mathematics classrooms. This study examines the role of teachers' mathematical knowledge in teachers' support…
Descriptors: Persuasive Discourse, Mathematics Education, Knowledge Base for Teaching, Teacher Role
Alex, Jogymol Kalariparampil – EURASIA Journal of Mathematics, Science and Technology Education, 2019
Teachers' content knowledge impacts on what they teach, how they teach and what their students learn. In order to check whether the prospective teachers in a rural South African university know the mathematics content they are expected to teach in the schools, at least at the same depth as their future students expected to attain, the research on…
Descriptors: Preservice Teachers, Secondary School Teachers, Mathematics Teachers, Foreign Countries
Direct linkDolor, Jason Mark Asis – ProQuest LLC, 2017
In the last three decades, there has been a significant growth in the number of undergraduate students taking introductory statistics. As a result, there is a need by universities and community colleges to find well-qualified instructors and graduate teaching assistants to teach the growing number of statistics courses. Unfortunately, research has…
Descriptors: Statistics, Probability, Knowledge Base for Teaching, Undergraduate Students
Gómez-Torres, Emilse; Batanero, Carmen; Díaz, Carmen; Contreras, José Miguel – Statistics Education Research Journal, 2016
In this paper we describe the development of a questionnaire designed to assess the probability content knowledge of prospective primary school teachers. Three components of mathematical knowledge for teaching and three different meanings of probability (classical, frequentist and subjective) are considered. The questionnaire content is based on…
Descriptors: Test Construction, Questionnaires, Probability, Pedagogical Content Knowledge
Otten, Samuel, Ed.; Candela, Amber G., Ed.; de Araujo, Zandra, Ed.; Haines, Cara, Ed.; Munter, Charles, Ed. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
These proceedings are a written record of the research presented at the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in St. Louis, Missouri, November 14-17, 2019. This year's conference theme is "...against a new horizon." The papers comprise 67…
Descriptors: Mathematics Education, Mathematics Curriculum, Educational Technology, Evaluation
Hodges, Thomas E., Ed.; Roy, George J., Ed.; Tyminski, Andrew M., Ed. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
These Proceedings are a written record of the research presented at the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Greenville, South Carolina, November 15-18, 2018. The theme of the conference is "Looking Back, Looking Ahead: Celebrating 40…
Descriptors: Mathematics Education, Algebra, Number Concepts, Geometry
Galindo, Enrique, Ed.; Newton, Jill, Ed. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
The theme of the 39th proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) conference was "Synergy at the Crossroads: Future Directions for Theory, Research, and Practice." The metaphor of crossroads was inspired by the conference venue--the historic Indianapolis Union…
Descriptors: Conference Papers, Mathematics Education, Psychology, Interdisciplinary Approach
Wood, Marcy B., Ed.; Turner, Erin E., Ed.; Civil, Marta, Ed.; Eli, Jennifer A., Ed. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
The theme of this year's conference is "Sin Fronteras: Questioning Borders with(in) Mathematics Education." This theme is intended to encourage research presentations, discussion, and reflection on the variety of borders within mathematics education, as well as those that might be probed, challenged, explained, enhanced and/or…
Descriptors: Mathematics Education, Mathematics Curriculum, Numbers, Mathematical Concepts
