This study aims to analyze possible connections among the noticing skills of pre-service mathematics teachers, and specifically the skills of attending to students' thinking, interpreting students' mathematical understanding, and proposing teaching alternatives. We characterized these connections in terms of coherency, i.e., the extent to which…

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…

The TPACK framework has gained popularity in guiding research regarding the assessment and development of teachers' competencies to teach with technology. Since theoretically, the framework is about teachers' knowledge for teaching using technology, effective ways of assessing this TPACK have been a subject of interest among researchers. This…

This paper presents an analysis of how resources were designed to support implementation of the new Queensland senior secondary mathematics syllabuses. The analysis draws on the concept of educative curriculum materials that build teachers' subject matter knowledge and pedagogical content knowledge. Such resources are intended to help teachers…

Future mathematics teachers must integrate their knowledge of mathematics, pedagogy, and learners to effectively teach mathematics. Historically, these different forms of knowledge were taught separately in teacher preparation and left to the preservice teacher to integrate on their own. This raises the question; what resources can be leveraged to…

Through a constructivist lens, this dissertation research (a case study) examines the problem of how elementary teachers' MKT might be related to their ways of implementing and adapting mathematical tasks to promote students' construction of multiplicative reasoning. In particular, this study addresses the following four research questions: 1.…

Mathematics Preservice Teachers' (M-PSTs) conceptions of Mathematical Knowledge for Teaching (MKT) enhance their reflective skills because they utilize such conceptions to reflect on how to contextualize content knowledge during secondary mathematics teaching. While previous studies suggested M-PSTs develop MKT, including pedagogical content…

The research investigated the "Technological Pedagogical Content Knowledge" (TPACK) of pre-service mathematics teachers and its impact on their sustained intention to utilize GeoGebra in teaching mathematics. This study introduced a novel research model by extending the "Unified Theory of Acceptance and Use of Technology"…

As technology becomes increasingly prominent in modern mathematics education, there's a growing need to understand the essential knowledge mathematics teachers need to effectively integrate technology in algebra instructions. This study therefore enhances the current Knowledge of Algebra for Teaching (KAT) framework, which theorises teachers'…

We present evidence of a secondary school teacher's Knowledge of Mathematics Teaching when she teaches linear equations in a word problem setting. We focus on analyzing the examples and mathematics support that she provides her students with during two classes. When faced with contingencies, she takes decisions whereby she adapts or creates…

This research study investigates how elementary teachers' mathematical knowledge for teaching (MKT) relates to their mathematical self-efficacy (MSE) and whether the MKT can predict the MSE. Researchers administered the MSE scale and the MKT test to 86 in-service elementary mathematics teachers. Two-step regression analyses results indicated that…

Professional Learning Communities (PLC) have been used increasingly in designing and discussing teachers' professional development, but how PLC are organised and framed differ between contexts. There is a lack of meta-level studies that aim to define and compare different ways of organising PLC. In this literature review of 32 studies,…

Peer teaching is a valuable practice that helps pre-service teachers to acquire the knowledge and the expertise required for teaching as well as improving their pedagogical content knowledge. For that reason, this study focused on the pre-service mathematics teachers' peer teaching, with the intention of exploring their pedagogical content…

This study aims to examine the lesson plan development processes and related experiences of prospective teachers, and determine the potential effects their lesson plan development efforts on their perceived TPACK. The research was conducted as part of a 14-week Mathematics Teaching course. During the course, prospective teachers underwent a…

Propositional teacher knowledge is recognised as valuable in classroom teaching practice, yet little attention has been paid to it relative to practical knowledge. This mixed-methods study aimed to understand the relationship between teachers' propositional knowledge and their classroom teaching practice in the collaborative school context using…