Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs' practices, we operationalized six MKT subdomains in terms of approximations…

This article discusses how two beginning mathematics teachers mobilize and develop their didactics knowledge, specifically concerning knowledge of statistical content and teaching practice, during a teacher education experience. This work was developed as part of a specialization course for elementary school mathematics teachers, in the subjects…

Mathematics teacher educators have suggested that preservice mathematics teachers' (PMTs') practices provide evidence of their Mathematical Knowledge for Teaching (MKT). In an effort to explore connections between MKT and PMTs' practices, we developed a framework that operationalizes Ball et al.'s (2008) six MKT domains in terms of approximations…

This study focused on a pre-service teacher's self-contemplations about the two opportunities provided in a field experience course, Formative Assessment Interviews (FAIs) and Model Building (MB), which were designed to support pre-service teachers developing the skills of noticing students' mathematical thinking. In the field experience,…

Using technology to get a graphical representation of functions requires the choice of a suitable viewing window. The literature suggests teachers' knowledge as being central in this process, but does not tell us much about how the teachers should manage this. This study aims to improve understanding about the teachers' choices related to the…

This paper reports a case study of four grade 10 physical sciences teachers' PCK about graphs of motion. We used three data collection strategies, namely teachers' written accounts, captured by the content representation (CoRe) tool, interviews and classroom observations. We conceptualised the PCK displayed in the CoRe tool and the interviews as…

Specialized science courses (SSCs) integrate content knowledge (CK) with pedagogical content knowledge (PCK) and prepare pre-service teachers (PSTs) for reform-oriented teaching. Studies of individual SSCs report positive short-term outcomes, including an increase in self-efficacy and CK. However, few studies explore the longer-term impact of SSCs…

This multicase study examines how three teachers enacting ambitious instruction purposefully designed and used their classroom as a "place of science" in which students participated in disciplinary practices. A place of science is a location that shapes the norms, values, and history of disciplinary practices. Each participant's…

Building on Shulman's (1986, 1987) construct of Pedagogical Content Knowledge (PCK), Ball and colleagues (Ball, Thames & Phelps, 2008) created a model of mathematical knowledge for teaching that differentiates between subject matter knowledge and PCK. The model categorises different types of knowledge within these two domains. In this research…

In this article, I discuss the status of teaching as a profession using Gardner and Shulman's framework emerging from their empirical examination of the professions in America and use Bernstein's sociology of knowledge to help explain how recontextualizing agents struggle to dominate the construction and interpretation of professionalism in…

Teaching of mathematics could be improved with teachers who have a strong mathematical knowledge and have an ability to reflect this knowledge on their teaching. Therefore, it is important to develop mathematics teachers' theoretical and pedagogical knowledge. This study was designed to examine pre-service secondary mathematics teachers' (PSMT)…

This study examined middle and secondary mathematics teachers' knowledge structures and informal inferential reasoning (IIR). Using task-based clinical interviews (Goldin, 1997) and cross-case analysis, nine teachers responded to four LOCUS assessment tasks (Jacobbe, 2016). Responses were used to construct knowledge structure maps for measures of…

Lesson study is a form of professional development where a group of teachers identifies a problem of practice on which they would like to make progress in their teaching. Over an extended period of time, the teachers study the topic and plan a lesson together. One member then teaches the lesson while the others observe; the group reflects…

Recognising teachers' knowledge as one of the main factors influencing their practices and student learning, we aim to contribute to obtaining a better and deeper understanding of the specificities of teachers' mathematical knowledge. A case study involving one 8th-grade Chilean mathematics teacher is presented in the context of rational numbers.…

This article draws on research data from a state-wide case study, intertwined with three key moments that occurred in late 2014, to critically engage with the hopes and prospects of the Sustainability Cross-Curriculum Priority (CCP) in Australian schools. These key moments--the "IPCC 5th Assessment Synthesis Report" (Intergovernmental…