Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic…

Teachers' perceptions of written curriculum influence the way in which they use the curriculum. As multiple states begin to implement state specific standards, understanding the perceptions teachers may have of these standards is critical. This study used quantitative and qualitative methods to investigate the perceptions teachers had of one…

In this article the authors describe a project during which they unpacked fraction standards, created rigorous tasks and lesson plans, and developed formative and summative assessments to analyze students' thinking about fraction multiplication. The purpose of this article is to (1) illustrate a process that can be replicated by educators…

As part of a larger effort to improve teacher capacity for high-quality mathematics instruction, we investigated the factors that are associated with different enactment patterns at three levels: contextual (e.g., type and quality of textbook), individual (e.g., teacher knowledge), and teachers' opportunity-to-learn (e.g., professional development…

In this paper, we report on teachers' use of curricula and other instructional resources to address Common Core State Standards (CCSS), as well as how use of instructional materials is related to instructional practice. We draw on data from the American Teacher Panel, a nationally representative sample of teachers who periodically provide…

This study describes key challenges and necessary supports related to implementation of the Common Core State Standards for Mathematics (CCSSM) identified by rural math educators in the Northeast. The research team interviewed state and district math coordinators and surveyed teachers in Maine, New Hampshire, New York and Vermont, to assess their…

The purpose of this paper is to contribute to development of research tools for observation and analysis of educational practices used by teachers in preschool classrooms. More specifically, we approached the implemented curriculum of mathematics in Greek preschool education. We analysed the recorded data from a week of teaching practices in eight…

This study sought to identify the relationships among elementary teachers instructional practices in mathematics pre- and post-CCLS implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age,…

Adoption of the Common Core State Standards present challenges to school districts, school administrators, and teachers. To assist in this endeavor, we present our work on unpacking the CCSS-M for the length, area, and volume Learning Trajectory (LT). The overarching theme of "genetic epistemology" and a five-characteristic framework…

Insights into teachers' planning of mathematics reported here were gathered as part of a broader project examining aspects of the implementation of the Australian curriculum in mathematics (and English). In particular, the responses of primary and secondary teachers to a survey of various aspects of decisions that inform their use of curriculum…

This article considers the relationship between policy and practice in the early childhood mathematics curriculum for reception-class (RC) children of five years in England. It explores what the policy requires RC teachers to do in terms of curriculum implementation; what RC teachers' views and understanding of the early childhood mathematics…

This study introduces "teachers' collaboration" as an approach to teachers' professional development geared at enhancing science and mathematics teaching in Tanzania secondary schools. Teachers' professional development through teachers' collaboration has been reported to be effective for the improvement of schools' performance and…

The purpose of this study was to determine if the implementation of a walkthrough protocol combined with reflective practice had the capacity to influence the sample school's objectives of building staff capacity, strengthening instructional delivery in classrooms, and improving student learning. This study's primary focus is to examine the…

The National Curriculum Framework 2005 envisions a reformed curriculum that connects knowledge and learning to the child's context. While concerns of equity, accessibility, and social transformation have been aimed through education, the crucial link of "teacher"--instrumental in realizing these aims--seems missing. This study explores…

The purpose of this study was to examine the extent and manner in which teachers use mathematics textbooks in their daily teaching. Specific attention was given to textbook implementation differences related to two types of mathematics textbooks where the mathematical content is organized differently. Only schools where a dual curricular option…