Since it has become necessary for each individual to be statistically literate, statistical education research has taken teachers' competencies into its agenda. The knowledge needed to teach statistics differs from the knowledge needed to teach mathematics since statistics is different from mathematics. Teachers and researchers need to consider…

The purpose of this article is to introduce a comprehensive instructional model that takes into consideration three frameworks for designing instruction (Universal Design for Learning, Understanding by Design, and the 7E Learning Cycle) and incorporates Technological Pedagogical and Content Knowledge and Mindset (attitudes, beliefs, dispositions…

Pedagogical content knowledge (PCK) was first introduced by Shulman in the 80s. It is defined as the integration or amalgamation of pedagogy and content which basically covers the "what" and "how" of teaching. PCK was considered as the missing paradigm in the study of teaching. This integration of knowledge was long searched by…

This article defines the process of adaptive teaching in science, technology, engineering, and math (STEM). We assert that teachers who possess a well-developed STEM pedagogical content knowledge, a constructivist paradigm of teaching and learning, and an ability to draw on a vision while reflecting on and during teaching to help negotiate…

A proposal is presented to assess teacher's performance based on the aspects that educational research has found as fundamental to achieve students' learning. The proposal is aimed mainly at teachers and people responsible for teacher's assessment programs. After criticizing the traditional way of assessing teacher's performance, it is shown a…

The work that mathematics teachers do is frequently mathematical in nature and different from other professions. Understanding and describing common ways that teachers draw upon their content knowledge in the practice of teaching is important. Building on the descriptions by McCrory et al. ("Journal for Research in Mathematics Education"…

This article invites media arts and technology educators to find synergies in their classroom curriculum and practice. Encouraging the use of the National Media Arts Standards it summons teachers to develop a useful framework for technological practice that utilizes arts knowledge and pedagogies.

Modeling differentiated instruction is one way to demonstrate how educators can incorporate instructional strategies to address students' needs, interests, and learning styles. This article discusses how secondary teacher candidates learn to focus on content--the "what" of instruction; process--the "how" of instruction;…

This paper posits that teachers' pedagogical content knowledge in mathematical modelling instruction can be demonstrated in the crafting of action plans and expected teaching and learning moves via their lesson images (Schoenfeld, 1998). It can also be developed when teachers shape appropriate teaching moves in response to students' learning…

Based upon the models of differentiated instruction (Tomlinson and Edison 2003) and Layered Curriculum (Nunley 2004), the author created the Unit Pages strategy. Just like Layered Curriculum, the pages can be handed directly to students, allowing them to take charge of their own learning rather than requiring the teacher to individually monitor…

Yes, it's true that today's students have tons of distractions that take their attention away from the hard work of learning. That's why it's more important than ever to establish a teaching relationship with students that makes academic learning relevant to their lives. Here's a book that explains how to do that by changing teaching practices…

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's construct of pedagogical content knowledge (PCK) to include technology knowledge. The…

What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this…

Shulman (1986, 1987) coined the term "pedagogical content knowledge" (PCK) to address what at that time had become increasingly evident--that content knowledge itself was not sufficient for teachers to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been expanding the notion of PCK…

The purpose of this paper is to create the foundation for ongoing dialogue around how 21st century knowledge and skills can be appropriately embedded in educator preparation, and to guide the development of resources and services to support educator programs. This paper aims to: (1) Develop a blueprint for building the models, tools, resource…