Presenters' pedagogical choices are strongly affected by whether they view knowledge as coherent or fragmented. This mixed-methods survey study seeks to contribute to epistemological discussions and associated pedagogical suggestions in the context of mole ratio related mistakes evident in stoichiometry calculations performed by in-service…

From 2020, the New Zealand technology curriculum includes computational thinking. The new curriculum content is being introduced to students from 5 years' old. In preparation for its introduction, online resources have been developed for teachers (including junior teachers who teach new entrants, up to Year 3), that contain progress outcomes,…

This paper reports a case study, developed in K-12 Portuguese Education, that aimed to analyze the computer science teachers' knowledge, interest, and self-confidence to use educational robotics and other programable objects in classroom activities to teach computer science concepts and to promote students' computational thinking skills. The…

The article highlights and discusses aspects about the initial perceptions of Computational Thinking of a group of Mathematics teachers in K-12, estimates the contributions of a continuing education course on the subject and addresses possible changes in the participants' way of teaching. The case study was conducted through continuing education…

Programming and computational thinking have emerged as compulsory skills in elementary school education. In 2018, Sweden has integrated programming in mathematics education with the rationale that it fosters problem solving and logical thinking skills and motivates students to learn mathematics. We investigated how teachers introduce programming…

Currently Australian pre-service teachers' levels of personal numeracy are under a great deal of scrutiny. There are calls for universities to raise entry standards into teaching degrees and counter-calls that the output of universities should be gauged rather than inputs. In 2015, doubts about the ability of graduate teachers to convey the…

Inflation rates are often reported in the media and interpreted differently by various people. The purpose of the study was to explore mathematical literacy teachers' written responses to questions based on the concept of percentage increase and inflation. The participants were a group of 59 in-service South African teachers who were enrolled on a…

This article reports a study of educators differentiating aspects of mathematical knowledge for teaching in preschool as part of a further-education programme. Eight Swedish preschool educators participated in focus group discussions about documentations from their own practice during a school year, to enhance their awareness of their mathematics…

In this article we present an integrative framework of knowledge for teaching the standard algorithms of the four basic arithmetic operations. The framework is based on a mathematical analysis of the algorithms, a connectionist perspective on teaching mathematics and an analogy with previous frameworks of knowledge for teaching arithmetic…

The study of three-dimensional objects is undertaken in the Mexican curriculum throughout all levels of basic education. However, few studies relate to the mathematics knowledge needed to teach those ideas. This report represents an approach to the study of such knowledge. The approach is based on an account, developed from class observations, of…

The present study examined the structure of elementary pre-service teachers' mathematics anxiety and mathematics teaching anxiety by asking whether the two systems of anxiety are related. The Turkish Mathematics Anxiety Rating Scale Short Version and the Mathematics Teaching Anxiety Scale were administered to 260 elementary pre-service teachers.…

In this article we describe the results of a special final course, at the main teachers' college in Mexico, which had two related main objectives: one was to find out the Mathematical Knowledge for Teaching (MKT) held by student teachers (ST) at the end of their instructional preparation. The other was to discern ways to improve this knowledge and…

This study seeks to describe the subject matter knowledge needed for teaching statistical association at the secondary level. Taking a practice-based qualitative approach, three experienced teachers were observed as they taught statistical association and interviewed immediately following each observation. Records of practice were assembled to…

Guided by Shulman, 1986 and Shulman, 1987 tripartate model of teacher expertise [subject matter knowledge (SMK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK)], the present study examined 162 U.S. and Chinese 3rd grade mathematics teachers' expertise in teaching fractions. Results show that U.S. teachers lag…

This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is "Mathematics: Essential research, essential practice." The theme draws attention to the importance of developing and maintaining links between research and practice and…