This study examines a Technology, Pedagogy, Content Knowledge (TPACK) training framework for pre- and in-service mathematics teachers that enables them to experience inquiry-based learning as learners in a dynamic geometry environment that serves as a mathematics laboratory. We investigate the effect of this experience on the teachers' TPACK,…

In response to the challenge of geometry's abstract and less engaging nature for students, this study explored the potential of connecting geometry to cultural elements, specifically geometric ornaments found in various cultures worldwide. Geometric ornaments, laden with cultural and spiritual significance, serve as a bridge between mathematics…

This study aims to explore in-service preschool teachers' attitudes towards and beliefs about geometry and its teaching and to investigate their knowledge of shapes and solids. The study uses a mixed descriptive approach employing quantitative and qualitative research methods. Thirty-four Israeli preschool teachers of children aged 3-6 from 34…

The purpose of the present study is to examine the effects of an intervention in which mathematics e-book (EB) activities were supported by metacognitive scaffolding on kindergarten children's mathematics knowledge and mathematics reasoning. Participants were 60 Israeli children who studied in three intact kindergarten classrooms in the Arab…

Researchers of mathematics education have been paying attention to the affective aspect of learning mathematics for more than one decade. Different theoretical frameworks have been suggested to analyze this aspect, where we utilize in the present research the discursive framework of Evans, Morgan and Tsatsaroni. This framework enables to link…

The current study examines whether the engagement of mathematics teachers in modelling activities and subsequent changes in their conceptions about these activities affect their beliefs about mathematics. The sample comprised 52 mathematics teachers working in small groups in four modelling activities. The data were collected from teachers'…

This study analyzes six seventh grade Israeli mathematics textbooks, examining (1) the extent to which students are required to justify and explain their mathematical work, and (2) whether students are asked to justify a mathematical claim that is stated by the textbook or a mathematical claim that they themselves generated when solving a problem.…

To what extent can instructional design be based on principles for instilling a culture of problem solving and conceptual learning? This is the main focus of the study described in this paper, in which third grade students participated in a one-year course designed to foster problem solving and mathematical reasoning. The design relied on five…

This study is based on our belief that mathematics should be challenging in any classroom and that mathematical challenge is among the central factors that determine the quality of mathematics lessons. Choosing challenging mathematical problem for the students is central in teachers' work while their conception of mathematical challenge can…