Teachers' knowledge, beliefs, and attitudes contribute to the success of classroom instruction. Teaching approaches that are informed by teachers' good content knowledge of mathematics they teach are regarded as more effective and produce high learning outcomes. It is critical that teachers possess both content and pedagogical content knowledge as…

The purpose of this qualitative hermeneutic phenomenological study was to understand the lived experiences of teachers in kindergarten through first grade utilizing digital technologies to engage elementary students during mathematics instruction. This phenomenological study was guided by the following research questions. (1) How do elementary…

We present the results from an exploratory study that aimed to measure teachers' specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results…

Explanatory-confirmatory research design, one of the mixed methods research designs, was used in this study to investigate Curriculum Knowledge developments of prospective teachers regarding algebra. Cross-sectional study method, as a type of descriptive research and one of the non-experimental research designs, was used to collect quantitative…

Explanatory-confirmatory research design, one of the mixed methods research designs, was used in this study to investigate Curriculum Knowledge developments of prospective teachers regarding algebra. Cross-sectional study method, as a type of descriptive research and one of the non-experimental research designs, was used to collect quantitative…

Using a cluster-randomized controlled trial research design, this study investigates the effect of the first year of a three-year teacher professional development program on grades 1 and 2 student achievement in mathematics. Although the findings reported in the present report do not meet the standard cutoff for statistical significance (e.g., 95%…

This action research study primarily examined how educative curriculum materials (i.e., curriculum materials that include supports for teacher learning) can improve a teacher's knowledge base and ability to succeed in the classroom. The focus was on the impact of one type of educative curriculum material: PowerPoint presentations. Specifically,…

The researchers in this study investigated the impact of mathematics-focused parental involvement on Kindergarten to Grade 8 children and parents as well as factors prompting that impact. Qualitative analysis consisting of parent, child, and teacher interviews and 3-year quantitative testing showed significant improvements in students' mathematics…

The study investigates the mathematical and the pedagogical content knowledge among in-service and pre-service first- and second-grade mathematics teachers. The sample of 300 subjects consisted of 150 first- and second-grade in-service teachers and 150 pre-service teachers studying in a college of education, 75 of whom were first-year students and…

One of the challenges facing teacher educators is providing our pre-service teachers (PSTs) with authentic experiences that cross the boundaries between Initial Teacher Education (ITE) and the classroom. An additional challenge facing the mathematics teacher educator, is addressing and deepening PSTs' mathematical content knowledge (MCK), which…

This article presents a case study of one particular lesson in which a teacher uses the features of an interactive whiteboard (IWB) to teach mental computation strategies to a Grade 1 class. The framework of Technological Pedagogical Content Knowledge (TPACK) is used to evaluate the teacher's use of the IWB to teach mathematical concepts to young…

The purpose of the study is to investigate the obstacles of teaching mathematics faced by the class teachers in Jordan. To achieve this purpose a study sample of 192 male and female class teachers was selected randomly from government schools. The instrument of the study was a questionnaire used to investigate the obstacles of mathematics…

This study set out to examine how interactions between a mathematics instructional coach and a teacher influence teacher pedagogical content knowledge, instructional practices, and a classroom culture of mathematical inquiry (CCMI). The research literature on mathematics instructional coaching was limited, but showed promise in supporting…

Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy…

Poor mathematics performance in schools is both a national and an international concern. Teachers ought to be equipped with relevant subject matter knowledge and pedagogical content knowledge as one way to address this problem. However, no mathematics knowledge and practice standards have as yet been defined for the preparation of Foundation Phase…