It is indicated that research on professional development programmes (PDPs) for mathematics teachers mostly concerns whether a programme affects the teachers' practice or student learning, while the teachers' learning is treated as a "black box." Calls have been made for a shared body of knowledge on teachers' professional learning and…

Professional development is necessary to support and empower teachers in meeting the high stakes demands of mathematics teaching and to ensure equitable, accessible, and high-quality instruction for all students. Using the Interconnected Model of Professional Growth, we designed and implemented a longitudinal, multi-faceted professional…

While it is widely believed that Specialized Content Knowledge (SCK) is essential to effective and quality mathematics teaching, the specific constructs that compose SCK remain underspecified. This paper describes the development and use of a new framework that extends the notion of SCK. The framework was trialled with a cohort of 90 first year…

The 83 primary pre-service teachers beginning their three-year programme in 2015 at the University Otago were participants in the Growing Mathematics Teachers' Project. In this longitudinal research, the pre-service teachers' mathematical content knowledge was examined, as well as other affective aspects of their relationships with mathematics,…

There is increasing concern with respect to the quality of teacher education preparation processes in the West. This study used case study methods to examine learning opportunities and knowledge of mathematics in a sample of 192 Australian trainee middle school teachers and 94 Chinese Bachelor of Science trainee teachers. It was found that the…

This paper reports on the results of three different investigations into pre-service teachers' understanding of the mathematical concepts of area and perimeter. Different test instruments were used with three cohorts from two universities in order to identify pre-service teachers' understandings and common misconceptions. The results indicated…

There remains a lack of empirical evidence about the relationship between the level of mathematics studied at high school and within tertiary degrees and primary school pre-service teachers' success in curriculum subjects. Further, there is little evidence to inform the structure and delivery of mathematics teacher preparation. In this study, the…

The limited mathematical knowledge of preservice primary teachers is an international concern. The areas of mathematical difficulties have been well documented, which has led to many universities instituting testing regimes to ensure that preservice teachers have appropriate knowledge of primary school mathematics. In our study, the preservice…

This study documents and describes efforts to develop robust forms of pre-service teachers' pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children's mathematical thinking, and children's…

There is considerable research on teachers' beliefs and teachers' knowledge, but little empirical evidence exists as to the interplay between them. This article reports a study of 356 Norwegian teachers who answered a questionnaire and a multiple-choice test. Based on this study, the connections between two knowledge constructs and two beliefs…

This paper reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The project was funded by the Australian Learning and Teaching Council. Rasch measurement techniques were…