It is very critical for teachers to gain awareness about the acquisition of critical thinking skills in the educational process. Given the scarcity of existing literature on teaching critical thinking skills and teachers' perceptions and views on the place of these skills in curricula, however, the present study is of great importance. An…

Using multiple representations and changing between them is at the heart of the mathematics classroom; unconnected changes can, however, be obstructive for students' learning. In order to support students' learning with multiple representations, teachers have to link observed situation aspects with relevant professional knowledge, a competence we…

Background/Context: We lack strong and consistent information about which measures of knowledge matter most for good teaching and student learning, and what are trajectories of improvement for novice teachers. Research Questions: We explore the level, variation, and change in teacher knowledge and instruction in the first two years of teaching,…

This article describes the development and validation of two forms of the Geometry Assessments for Secondary Teachers (GAST), which were designed to assess teachers' knowledge for teaching geometry. Both forms were developed by teams of mathematicians, mathematics educators, psychometricians, and secondary classroom geometry teachers. Predictive…

Developing instructional capacity in schools is a central challenge of the Common Core movement. Most conceptualizations of capacity building focus on infusing externally generated professional development into schools. In this article, we explore the professional resources that reside inside schools that might be utilized to develop instructional…

This article reports on some findings from the project "Analysing the Transition from Secondary to Tertiary Education in Mathematics". One of the key variables in the school to university transition is the teacher/lecturer, and here, we deal with the data analysing secondary teachers' and tertiary lecturers' responses to four mathematics…

The passage of Public Law 94-142 (the Education of All Handicapped Children Act) in 1975 established the rights of children with disabilities to a public school education in the least restrictive environment. Fifteen years later, it was amended and renamed the Individuals with Disabilities Education Act (IDEA) (PL 101-476, 1990), still intended to…

ICT integration into classroom teaching and learning practices depends on teachers' attitude toward ICT and the extent of their training in the technology. Early research suggests that males have more positive attitudes toward ICT and have more knowledge and skills about technology than females. Contemporary research, however, suggests that…