Due to the nature of the teaching environment, students may often develop perceptions of their lecturers' ability as mathematicians, based on the pre-prepared and well-rehearsed content they present. In reality, performing mathematical calculations and solving problems is a difficult skill, and students may compare their own experiences…

One of the challenges of teaching content courses for prospective elementary teachers (PTs) is engaging PTs in deepening their conceptual understanding of mathematics they feel they already know (Thanheiser, Philipp, Fasteen, Strand, & Mills, 2013). We introduce the Diverge then Converge strategy for orchestrating mathematical discussions that…

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…

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…

A number of efforts have focused on preparing teachers to integrate CT within secondary disciplinary subject areas; however, there is little research on how CT ideas could be embedded within elementary subjects. We designed a professional development activity for elementary teachers to embed CT within science and examined how their understanding…

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…

Prospective secondary mathematics teachers' pedagogical knowledge for teaching the estimation of length measurements was investigated by examining their personal benchmarks for measurement estimation. Benchmarks for measurement estimation are the meaningful representations of units that serve to increase one's understanding 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…

The study documents the extent to which high school teachers reflect on their need to revise and extend their mathematical and practicing knowledge. In this context, teachers worked on a set of tasks as a part of an inquiring community that promoted the use of different computational tools in problem solving approaches. Results indicated that the…

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…