Hybrid learning implementation is closely related with technology. In designing hybrid lessons, lecturers need to have both the pedagogical and content-related skills that make the best use of technology so that it also improves the students' skills, including their computational thinking skills. The purpose of this research is to examine whether…

A major challenge faced by elementary education programs is the vast amount of content preservice teachers must master in various subject areas. With limited time and coursework, how can teacher preparation programs scaffold meaningful experiences and provide a progression of opportunities to aid preservice teachers in mastering this content and…

Math skills are critical for students' success in other subjects and later in life, yet far too many teacher prep programs fail to give aspiring teachers the essential knowledge they need to be effective math teachers--undermining student learning before the first lesson even begins. To develop great math teachers, teacher prep programs must…

This is the executive summary for "Teacher Prep Review: Solving for Math Success." It provides key findings from the full report and recommendations.

Research Findings: The aim of this study was to investigate U.S. preschool teachers' math pedagogical content knowledge in number comparison. Seventy-four in- and pre-service teachers completed a set of scenario-based questions from a researcher-designed questionnaire that is composed of learning scenarios. Through a mixed-method approach, the…

This study is based on collaboration between a school and a university on professional development training of 4th and 5th grade elementary school teachers in a southeastern state in the USA. The study was three-pronged and focused on teacher knowledge, pedagogy, and student achievement. We examined how the building of teacher capacity affected…

This study examines the pedagogical content knowledge of pre-service primary school teachers towards STEM. The research's study group consists of 202 pre-service primary school teachers studying at the faculty of education of two universities in the 2021-2022 academic year. The mixed method was used in the study. The survey model was used in the…

Transforming mathematics learning and teaching toward more equitable and effective approaches is critical to student mathematics learning and identity development. This task at-scale in a district takes time, commitment, and mathematics expertise that may not be widespread in the absence of focused professional development. District and regional…

The need to improve the mathematical proficiency of elementary teachers is well recognized, and it has long been of interest to educators and researchers in the U.S. and many other countries. But the specific proficiencies that elementary teachers need and the process of developing and improving them remain only partially conceptualized and not…

Two broad categories of instructional practices, (a) explicitly attending to concepts and (b) fostering students' opportunities to struggle, have been consistently linked to improving students' mathematical learning and achievement. In this article, we describe an effort to build these practices into a framework that is useful for a diverse set of…

This study aims to investigate the similarities and differences between prospective mathematics teachers' creative thinking skills in paper-pencil test and on a GeoGebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried…

This book, compiled in honor of Chair Professor Frederick K. S. Leung, contributes to revisiting, renewing and enriching the knowledge of cultural matters to mathematics education, widening the horizon in the use of cultural perspectives to explain the characteristics of classroom teaching and learning in East Asia, and to explain/re-interpret the…

Quantitative analysis of the Factors Influencing College Success in Mathematics (FICSMath) Survey data indicates that high school mathematics teachers' abilities to teach for conceptual understanding is a significant and positive predictor of student performance in single- variable college calculus. To explore these findings further, we gathered…

The mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teachers. Results indicate that the experience was…

Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…