There is a strong relationship between the quality of education, teachers' decisions and instructional actions, and knowledge. All of them have an important role outcome of the lesson and students' learning. The focus of this study was to discover how the process of students' learning or incapability of learning was affected by teaching practices.…

Over the past thirty years, research on teachers' mathematical knowledge for teaching (MKT) has developed and grown in popularity as an area of focus for improving mathematics teaching and students' learning. Many scholars have investigated types of knowledge teachers use when teaching and the relationship between teacher knowledge and student…

To ensure the learning of mathematics, teachers must be able to analyse their students' mathematical practices when solving tasks, interpret the difficulties that students encounter, and decide how to manage students' difficulties. This competence in didactic analysis and intervention allows teachers to adapt their teaching to meet individual…

Mathematicians teaching at the university level have a deep understanding and appreciation for the mathematics that they teach. However, they rarely receive much formal training in teaching. Thus, university mathematicians must rely on their mathematical understandings and personally developed ideas of teaching to guide their decision-making.…

This paper draws from a broad study that explored mathematics teachers' engagement with textbooks within the Lesson Study context. In the current paper, we report on teachers' use of mathematics textbook activities to inform their instructional decisions during collaborative lesson planning of numeric and geometric patterns. The study took place…

Teachers' ability to accurately judge difficulties of mathematical tasks is an essential aspect of their diagnostic competencies. Although research has suggested that pedagogical content knowledge (PCK) is positively correlated with the accuracy of diagnostic judgments, experimental studies have not been conducted to investigate how PCK affects…

Prior research in mathematics education confirms the significance of representations as an integral part of curriculum standards. The effective teaching of representations is related to teachers' content and pedagogical knowledge. A teacher must know the salient features of the mathematical concept as well as the attributes of various…

The measures of mathematical knowledge for teaching developed at the University of Michigan in the U.S., have been adapted and used in studies measuring teacher knowledge in several countries around the world. In the adaptation, many of these studies relied on comparisons of item parameters and none of them considered a comparison of raw data. In…

Two of the teachers' knowledge models most widely used in the literature are the Mathematical Knowledge for Teaching (MKT) and the Knowledge Quartet (KQ). We develop an analysis of the limitations of the knowledge required for teaching problem-solving published during 1990-2018 which includes these models. This analysis revealed that MKT takes…

Focussing on teachers' subject pedagogical actions over the course of a series of lessons on a mathematical topic, this paper sets out an original analytical approach to characterise the shape of mathematics teaching decisions made over time: tri-polar analysis. The notion of manifestation is introduced as a way of categorising how the teacher is…

A task-based written survey was administered to 69 pre-service teachers (PSTs) at a large Midwestern University in the USA to examine their recognition of examples/non-examples of [one-fourth] presented in various forms of the area model, their perceived mathematical key points in identifying examples/non-examples, and their instructional…

This research report describes a Learning Trajectory-based Curricular Design project that engaged teachers and coaches in the design and implementation process. As the project team, we focused on deepening teacher designers' understanding of the learning trajectory (LT) while situating student learning along a continuum to advance student…

Mathematical modelling is emphasised in curricula worldwide. Since 2006, mathematical modelling has been considered a fundamental process in the mathematics subject in Norwegian upper secondary schools. This study aimed to identify tensions in the approaches to mathematical modelling expressed in teacher interviews (N = 4) and framework discourses…

This article examines the professional knowledge required for mathematics teachers to effectively use generative artificial intelligence (GenAI) in planning high-quality, ambitious mathematics lessons. While GenAI tools like ChatGPT offer promise for automating parts of lesson planning, their utility in supporting ambitious instruction is limited…

Purpose: This study aims to explore how the theories of professional capital and decisional capital can be extended to introduce "professional mathematics capital" and "decisional mathematics capital". Design/methodology/approach: Professional development (PD) efforts in one school district in elementary mathematics education…