This study examined the engagement of preservice elementary teachers (PSTs) with mathematics tasks that were open in various ways and to varying extents. In K-12 settings, practitioners who have implemented recently popular open tasks report increased engagement and from a wider variety of students. While these anecdotal reports and related…

Professional noticing of children's mathematical thinking (Jacobs et al. in J Res Math Educ 41(2):169-202, 2010) is a construct that is used frequently to understand the ways in which teachers attend to, interpret, and respond to children's mathematical thinking. In this paper, we present our analysis of prospective elementary mathematics…

Activities, which are defined as activities that support students' mathematical learning and increase their levels of mathematic learning, enable the individual to be active by mentally and physically engaging in an action, to establish a cause-effect relationship, and to satisfy his/her curiosity. In this respect, activities have an important…

We investigated the adequacy of the conduct and possible benefits of the use of dynamic maths interviews by 19 fourth grade teachers with students showing low maths achievement to facilitate the identification of maths needs. This study shows the potential of an analytical framework to evaluate the adequacy and benefits of dynamic maths interviews…

This study analyzes the mathematical knowledge of 40 preservice Chilean Early Childhood and Primary Education teachers when designing mathematical tasks on patterns, in the context of teaching early algebra. Based on the domains of the Mathematical Knowledge for Teaching (MKT) model, we have adopted a descriptive qualitative methodological…

Explore young children's remarkable everyday math that can lay the groundwork for formal math education in kindergarten and beyond. Readers will learn how math is embedded in children's everyday lives, how daily routines contribute to the development of important math concepts, and what adults can do to foster the joy of early math learning.…

This article will discuss how Maryland's Montgomery County Public Schools (MCPS) elementary school mathematics team helped teachers acquire the knowledge and skills to implement mathematics instruction and the Collaborative for Academic, Social, and Emotional Learning (CASEL) 5 competencies concurrently, with the goal of addressing the social and…

The purpose of this article is to report how Year 6 teachers used geometric reasoning tasks to foster students' mathematical attitudes and dispositions by encouraging communication as students constructed mathematical meaning for themselves. The Year 6 teachers implemented two tasks to provide a rich mathematical assessment opportunity…

This paper studies how four primary-school in-service teachers develop the mathematical practices of conjecturing and proving. From the consideration of professional development as the legitimate peripheral participation in communities of practice, these teachers' mathematical practices have been characterised by using a theoretical framework…

In our multi-method study, feedback levels derived from the well-known feedback model of Hattie and Timperley were used in conjunction with feedback that was related to subject-specific content; here, mathematical reasoning tasks in primary school. Feedback needs to be aligned with the learning process; in the beginning, more task feedback is…

Asian schools have consistently demonstrated higher academic achievement in mathematics compared to Western countries, largely due to cultural factors and the intensity of their educational systems. However, this success often comes with increased stress levels, which contribute to math anxiety (MA) among students. Research in cognitive psychology…

Whole-class discussion of open mathematics tasks is an instructional practice K-12 mathematics educators report has the potential to engage all learners. Because this practice has not been extensively and systematically researched, this study aims to describe and analyze the engagement and experience of learners in open mathematics tasks. Drawing…

In this paper, we revisit a long-running conversation about situated learning and the design of environments for disciplinary engagement. Throughout the 1970s and 1980s, scholars advanced an anthropological critique of the then-dominant acquisitionist paradigm of formal schooling with a situated view focused on membership in communities and…

This paper presents research that exists at the crossroad of scholarly practice and scholarly inquiry. We outline the process in the design, enactment, and empirical examination of an elementary methods course activity, Exploring and Supporting Student Thinking (ESST), which engaged 18 elementary prospective teachers (PTs) in two sessions of…

Long-standing and ongoing calls exist for making mathematics meaningful, relevant, and applicable outside the classroom. Major mathematics education organizations (National Council of Teachers of Mathematics [NCTM], National Council of Supervisors of Mathematics [NCSM], Association of Mathematics Teacher Educators [AMTE], TODOS: Mathematics for…