The purpose of this research was to explain why many people do not like mathematics and find it difficult because it is difficult to understand or because a teacher they had did not give the appropriate weight. The methodology used in this research was the quantitative method. The sample was collected through electronic questionnaires involving…

Background: National and international assessments show South Africa's underperformance in mathematics. As many learners already fall behind in the early grades, where foundational number sense should be established, addressing the challenges of number sense in the Foundation Phase (FP) is important. Research recognises the need to better develop…

Teacher learning in asynchronous online professional development (PD) is often measured by self-reported instruments, despite uncertainties regarding teachers' accuracy in their self-assessment of learning. This study explored whether teachers' self-reported "gains" in content knowledge for teaching aligned with those measured by direct…

The incorporation of evidence-based practices into the classroom increases achievement and retention of students in STEM. However, the effectiveness of these practices depends on the degree to which faculty are knowledgeable about the strategies and implement the strategies in their teaching. This study investigates the familiarity, adoption, and…

Background: There is a concern in South Africa that pre-service teachers do not have the required knowledge to teach mathematics in primary school and to develop learners' number sense. In this study, pre-service teachers taught the mental strategy of bridging through ten through a structured teaching sequence from the Mental Starters Assessment…

Students' digital technology literacy is required to develop technology-based teaching skills as prospective teachers. Therefore, students' digital technology literacy profiles must be known as a basis for learning policies. This research aims to describe the digital technology literacy profile of students as prospective elementary school…

Teacher learning in asynchronous online professional development (PD) is often assessed through self-reported instruments, despite uncertainties regarding teachers' ability to accurately self-assess their learning gains in such settings. This study compared middle school mathematics teachers' self-perceived and observed learning gains in content…

The aim of the study reported in this article was to reveal how instruction, enriched with reasoning about students' thought processes and strategies, regulates prospective teacher's noticing skills in the context of whole number multiplication. In addition, the study examined the evidence of the prospective teacher's (Matt) knowledge that…

21st-century learning requires every student to have thinking skills, work habits, and character to achieve an independent and successful life. Learning in schools must develop students' thinking skills, including biology learning. The learning process in schools has undergone many changes during the COVID-19 pandemic. A study by the Ministry of…

This study investigates how utilizing student-invented strategies in the classroom can inform teachers' pedagogical content knowledge. Two elementary school teachers participated in professional development discussing the benefits of invented strategies. Data was then gathered as the participants implemented this practice in their classrooms. Data…

A key process in the discipline of science is argumentation, which has recently been receiving more attention in K-12 classrooms. The purpose of this multiple case study was to concurrently examine self-regulated learning processes (SRL) and learning outcomes of three teachers in a professional development (PD) on argumentation in science to…

Purpose: The research aims to explore prospective physics teachers' pedagogical knowledge (PK) through an online microteaching lesson study (OMLS). Design/methodology/approach: The study used a case study with eight prospective physics teachers. Various data sources are triangulated involving audiovisual meeting recording, documents from OMLS…

This research aims to determine the relationship between the seven components of Pedagogical Content Knowledge possessed by kindergarten teachers. The animal theme was chosen to determine the pedagogical content knowledge component profile of 30 kindergarten teachers, with data obtained through classroom observation, interviews, learning plan…

Studies on teacher education have given increasing attention to pedagogical content knowledge (PCK): the knowledge necessary for teaching specific content as a theoretical construct. As a component of the teacher's professional knowledge base, orientations toward teaching science (OTS) are critical to developing the PCK needed for inquiry-based…

Assessment for learning, which is one of the assessment genres, is a means of gathering information during teaching and learning and it is helpful to determine students' success in learning. The article aims at examining the understanding of Amharic language teachers on the strategies and challenges of assessment for learning practices. To meet…