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Xiuling He; Ruijie Zhou; Qiong Fan; Xiong Xiao; Ying Yu; Zhonghua Yan – IEEE Transactions on Learning Technologies, 2025
Rapid technological advancements are reshaping pedagogical expertise development, offering novel pathways to equip educators with 21st-century professional competencies. This study proposes an innovative artificial intelligence (AI)-driven professional development approach and investigates its impact on student teachers' competence development. In…
Descriptors: Student Teachers, Student Teaching, Professional Development, Mentors
Ömer Sahin – Educational Research Quarterly, 2024
With the system changes made in 2012 in Turkey, the fifth grade was transferred from the primary school level to the secondary school level. For this reason, secondary school teachers were forced to teach mathematics courses to a group of students they had never met before. Fifth-grade students do not deal with algebra and cannot use equations to…
Descriptors: Preservice Teacher Education, Preservice Teachers, Mathematics Teachers, Secondary School Mathematics
Fadime Ulusoy; Hanife Merve Erdogan; Nagihan Haliloglu; Damla Ceren Bakirci – International Journal for Mathematics Teaching and Learning, 2025
Mathematization is a critical competency in the modelling process. This study aims to elicit prospective mathematics teachers' mathematizing through the analysis of their solution approaches to a modelling problem related to the bales of straw. This study was conducted with 75 fourth-year prospective mathematics teachers (PMTs) enrolled in a…
Descriptors: Mathematics Instruction, Mathematical Models, Preservice Teachers, Teacher Education Programs
Per Haavold; Jan Roksvold; Bharath Sriraman – Investigations in Mathematics Learning, 2024
Teachers have difficulty integrating proof in their mathematics instruction due to both narrow beliefs about proofs and limited understanding of proofs. Indirect proofs seem to be a particular cause for concern. In this exploratory study, we contribute to the research area by reporting on an empirical study of Norwegian pre-service teachers'…
Descriptors: Preservice Teachers, Student Attitudes, Teacher Education Programs, Validity
Thembinkosi Mkhatshwa – Investigations in Mathematics Learning, 2024
This qualitative document analysis study reports on opportunities to learn provided by textbooks for mathematics content courses for pre-service elementary teachers. Specifically, the study examined opportunities to engage in problem posing and quantitative reasoning, in the context of fractions, provided by six textbooks commonly used in the…
Descriptors: Problem Solving, Teaching Methods, Mathematics Instruction, Elementary School Students
Andreas Schulz – Journal of Mathematics Teacher Education, 2024
Procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers are based on a flexible and meaningful use of mental models, strategies, and procedures. The study to be presented in this paper pursued the question as to which subdomains or tasks relating to procedural fluency and strategic competence at…
Descriptors: Student Teachers, Teacher Education Programs, Elementary School Teachers, Mathematics Instruction
Muhammet Sahal; Mustafa Dogan; Ahmet Sükrü Özdemir – International Journal of Modern Education Studies, 2024
This study aims to examine the types of mathematical connections that pre-service mathematics teachers use in their instructions and their opinions on the mathematical connection. For this purpose, a total of 60 pre-service mathematics teachers made lesson plans related to a learning objective from the Turkish middle school mathematics curriculum.…
Descriptors: Mathematics Skills, Pedagogical Content Knowledge, Preservice Teachers, Mathematics Teachers
Özel, Zeynep; Yilmaz, Aysenur; Isiksal-Bostan, Mine; Özkan, Betül – International Journal for Mathematics Teaching and Learning, 2022
This study aimed to investigate the specialized content knowledge of pre-service primary school teachers about multiplication through problem posing and the justification for the accuracy of the multiplication of a two-digit number and a single-digit number. The research questions were formulated based on the theoretical framework of Ball and her…
Descriptors: Preservice Teachers, Elementary School Teachers, Elementary School Mathematics, Multiplication
Norbert Noster; Sebastian Gerber; Hans-Stefan Siller – Digital Experiences in Mathematics Education, 2024
The use of large language models like ChatGPT is widely discussed for educational purposes. Using this technology requires teachers to have appropriate competences that incorporate knowledge of how to make use of this technology. In this study, we investigate pre-service teachers' knowledge through the lens of the KTMT model ("Knowledge for…
Descriptors: Preservice Teachers, Mathematics Skills, Problem Solving, Technology Uses in Education
María Burgos; Jorhan Chaverri; José M. Muñoz-Escolano – Mathematics Teaching Research Journal, 2024
The aim of this paper is to describe and analyze how a group of prospective teachers create problems to develop proportional reasoning either freely or from a given situation across different contexts, and the difficulties they encounter. Additionally, it identifies their beliefs about what constitutes a good problem and assesses whether these…
Descriptors: Problem Solving, Mathematics Skills, Abstract Reasoning, Mathematical Concepts
María del Mar López-Martín; María Burgos Navarro; Verónica Albanese – Statistics Education Research Journal, 2025
To ensure the learning of mathematics, teachers must be able to analyse their students' mathematical practices when solving tasks, interpret the difficulties that students encounter, and decide how to manage students' difficulties. This competence in didactic analysis and intervention allows teachers to adapt their teaching to meet individual…
Descriptors: Statistics Education, Mathematics Instruction, Student Needs, Preservice Teachers
Ersari, Ebru – International Journal of Assessment Tools in Education, 2021
The purpose of this study was to explicate one preservice middle grades mathematics teacher's Knowledge of Content and Students (KCS) in the context of multiple solution strategies. This study's purpose is to underline the importance of preservice teachers' KCS and provide possible investigative methods for evaluating preservice teachers' KCS.…
Descriptors: Middle School Teachers, Preservice Teachers, Pedagogical Content Knowledge, Pattern Recognition
Arnal-Palacián, Mónica; Claros-Mellado, Javier – Mathematics Teaching Research Journal, 2022
This paper analyses how pre-service teachers approach the notion of the infinite limit of a sequence from two perspectives: Specialized Content Knowledge and Advanced Mathematical Thinking. The aim of this study is to identify the difficulties associated with this notion and to classify them. In order to achieve this, an exploratory qualitative…
Descriptors: Pedagogical Content Knowledge, Specialization, Preservice Teachers, Mathematics Teachers
Sevinc, Serife – Journal of Mathematics Teacher Education, 2023
This study articulates the epistemological support of reflective practices for the professional practice of crafting mathematics problems in realistic contexts. The data were collected from 15 middle school pre-service mathematics teachers in two semesters as they were generating problems and engaging in three reflective practices, which served to…
Descriptors: Mathematics Instruction, Problem Solving, Middle School Teachers, Preservice Teachers
Sevinc, Serife; Lesh, Richard – European Journal of Science and Mathematics Education, 2022
This study aimed to elicit middle school preservice mathematics teachers' self-reported web of knowledge recalled in generating mathematically rich and contextually realistic problems. We designed this study as multi-tier design research incorporated into two teacher education courses in which 40 preservice teachers enrolled in total. Preservice…
Descriptors: Preservice Teachers, Mathematics Teachers, Preservice Teacher Education, Middle School Teachers