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…

Mathematical and computational thinking (CT) are closely interrelated, yet CT integration into mathematics instruction remains limited. This study aims to analyze the effectiveness of the teaching process for straight-line equations in enhancing students' CT skills and to propose improvements based on the findings. A qualitative case study…

This study aims to design case-based learning with lesson study learning trajectory with the help of teaching aids to make students understand Prim's, Cruscal's, and Djiksra's Algorithms. The validation study was selected because it is a suitable method for this research. The research subjects were 41 Mathematics Education Study Program Students…

In our investigation of university students' knowledge about real numbers in relation to computer algebra systems (CAS) and how it could be developed in view of their future activity as teachers, we used a computer algorithm as a case to explore the relationship between CAS and the knowledge of real numbers as decimal representations. Our work was…

Demonstrates that an elementary understanding of computer programing and the development and illustration of the structure of computer program analysis will be valuable assets in the understanding and teaching of mathematics and may be used as modeling devices to simulate the stages of learning. (Author)

Investigates children's behaviors and conceptual achievements in the transition from informal calculation strategies to a written division algorithm. Describes five different strategies observed in the solution of division problems. Discusses the implications of the children's behavior. (YP)

Presents four questions to consider when supervising elementary mathematics teachers, who come with many preconceptions about teaching and learning mathematics: What mathematical concepts, procedures, or algorithms are you teaching? Are the concepts and procedures part of a unit? What types of questions do you pose? and What understanding of…