Today's educational changes necessitate that teachers have a broad range of knowledge, values, skills, and competencies to provide effective instruction. Despite this, research on mathematics teachers' readiness for such changes is limited, particularly in terms of leveraging experienced teachers' implicit knowledge for peer learning. This…

This study investigated relationships between changes in certain types of coaching knowledge and practices among mathematics classroom coaches and how these explain changes in the attitudes, knowledge, and practice of the teachers they coach. Participants in this study were 51 school-based mathematics classroom coaches in the USA and 180 of the…

The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers' knowledge of students'thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this…

Due to changes in Dutch mathematics education, teachers are expected to use new teaching methods such as enquiry-based teaching. In this study, we investigate how teachers design, implement and evaluate new methods for statistics teaching for 7th-graders during a professional development trajectory based on peer collaboration. We monitored…

With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy (ML), most teacher…

There is a need for research in STEM (science, technology, engineering, and mathematics) teacher education that addresses the challenge of building teachers' pedagogical skills in fostering the development of mathematical reasoning in students. The Common Core State Standards for Mathematics provide teachers with guidance on how to promote…

Research suggests that the enhanced role of proof in mathematics classrooms presented in current standards and reform policy poses great challenges for teachers and will require substantial teacher learning. However, to date there is little research detailing what mathematical knowledge might be useful for teaching proof or how professional…

The author of this paper posits that inquiry-based learning (IBL) enacted via a modified Moore method (MMM) is a content-driven pedagogy; as such it is content-centred not instructor-centred or student-centred. The MMM is a philosophy of education where student must master material by doing; not simply discussing, reading, or seeing it and that…

Reform in secondary mathematics education has created changes regarding how to educate teachers. It is time to check the result of such changes. This study provides a snapshot look at the commonalities of ten pre-service teachers in regards to their mathematics knowledge and their attitudes about mathematics and mathematics education. Four themes…

Local Systemic Change projects, funded by the National Science Foundation, were designed to help teachers of mathematics and science deepen their content knowledge and improve their instructional practices. Ms. Weiss and Ms. Pasley describe how these aims were accomplished through a combination of intensive professional development and follow-up…

This is the first in a series of issue briefs to be written for The Center for Comprehensive School Reform and Improvement during 2006. A longstanding tenet of American education--one built into the very fabric of teacher training and licensure--is that elementary teachers need only general teaching skills and that having a caring personality is…

Studies such as the Effective Teachers of Numeracy Study (Askew, Brown, Rhodes, Johnson, & Wiliam (1997) have contributed much to our understanding of what constitutes effective teaching of numeracy. This paper aims to build on these findings and to contribute a model that could be used to understand teachers' numeracy practices and the…

Investigates the content conceptions of an experienced high school mathematics teacher and links those conceptions to their role in the teacher's first implementation of reform-oriented curricular materials during a six-week unit on functions. Concludes that the teacher's well-articulated ideas about features of a variety of relationships in…

This booklet is an addendum to the conference proceedings of the 20th annual meeting of the International Group for the Psychology of Mathematics Education (PME 20). It contains three reactions to the research forum: (1) "Mathematizing: The 'Real' Need for Representational Fluency" (R. Lesh); (2) "Mathematics Teacher Development: An Alternative…

Examines a model for mathematics teacher education that provides beginning teachers an opportunity to grapple with the relationship between their own mathematical knowledge and conceptually-based teaching. (Contains 21 references.) (ASK)