Research about the optimal methodologies for guiding the training of primary school instructors in the instruction of early algebra remains in the process of determination. This manuscript delineates the methodology involved in developing and validating an assessment tool to evaluate the mathematical acumen of prospective primary educators in the…

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…

In this article we aim to deepen our understanding of the content and nature of the early childhood teacher's knowledge, focusing on those aspects which might promote students' algebraic thinking. Approaching arithmetic from the viewpoint of algebra as an advanced perspective and considering the analytical model "Mathematics Teachers'…

The effective integration of Information and Communication Technologies (JCT) in mathematics education has become a challenge for practitioners and researchers. In this sense, the TPACK framework has been employed in many studies associated with the use of JCT in the classrooms. However, reports on the pre-service teachers' development of TP A CK…

The growing use of technology for mathematics in higher education opens new pedagogical and technological challenges for teachers. The objective of this study was to analyze the teaching approaches and technology-related pedagogical competencies of 29 mathematics teachers (15 females and 14 males) from nine European countries. After conducting…

The initial training of mathematics teachers in Spain can start in the final year of the mathematics degree when the students, and future teachers, select courses related to teaching the discipline. At that time, since over the next two years they will probably be certified to enter the profession, it is worth asking oneself what mathematical…

Globally, there is considerable investment in education technologies leading to increased attention from stakeholders (Trucano, 2017). For a deeper understanding about the implementation of various technologies, research is needed to examine how teachers are incorporating them in teaching and learning. This study focused on eight countries to…

Teachers' beliefs, together with sound technological pedagogical content knowledge (TPACK), are directly related to the effective integration of technology in mathematics teaching. This study explored the relationship between pre-service teachers' behavioural intention to use technology to teach mathematics and their TPACK. A case-study analysis…

This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level. The study used data…

In this paper, we propose a model to explore how teachers learn pedagogical concepts in teacher education programs that expect them to become competent in lesson planning. In this context, we view pedagogical concepts as conceptual and methodological tools that help teachers to design a lesson plan on a topic, implement this lesson plan and assess…

A course(ware) generator (CG) assembles a sequence of educational resources that support a student in achieving his learning goals. CG offers a middle way between pre-authored "one-size-fits-all" courseware and individual look-up of learning objects. Existing course generators however, incorporate only limited CG knowledge. They only…

In this paper we analyze the reasons why the teaching of probability is difficult for mathematics teachers, describe the contents needed in the didactical preparation of teachers to teach probability and analyze some examples of activities to carry out this training. These activities take into account the experience at the University of Granada,…

This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr…

This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided.…