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Download full textSakon Tangkawsakul; Weerawat Thaikam; Songchai Ugsonkid – Journal of Education and Learning, 2024
Real-world mathematical problem (RWMP) solving and posing are important aspects of teaching and learning mathematical modelling, as well as developing a mathematization disposition for both teachers and students. Several researchers have explored blockages or difficulties in such modelling processes and in problem posing. However, prior research…
Descriptors: Foreign Countries, Preservice Teachers, Mathematics Instruction, Problem Solving
Direct linkAgterberg, D. A.; Oostdam, R. J.; Janssen, F. J. J. M. – Educational Studies in Mathematics, 2022
It is a challenge for mathematics teachers to provide activities for their students at a high level of cognitive demand. In this article, we explore the possibilities that history of mathematics has to offer to meet this challenge. History of mathematics can be applied in mathematics education in different ways. We offer a framework for describing…
Descriptors: Mathematics, History, Cognitive Processes, Difficulty Level
Kertil, Mahmut; Erbas, Ayhan Kursat; Cetinkaya, Bulent – International Journal of Science and Mathematics Education, 2023
This study examined a cohort of middle school pre-service mathematics teachers' understanding of the rate of change as they engaged in a model development sequence. By adopting a design-based research perspective, a model development sequence on the concept of rate of change has been designed and implemented as part of a mathematical modeling…
Descriptors: Preservice Teachers, Mathematics Teachers, Middle School Mathematics, Mathematics Instruction
Brown, Rachael Eriksen; Orrill, Chandra Hawley – North American Chapter of the International Group for the Psychology of Mathematics Education, 2021
In this paper, we extend our previous work on challenges teachers face when engaging with proportional reasoning contexts to investigate two contexts that included four problems for middle grades teachers to solve as well as eight student solutions. Analysis included coding for correct solving of the problem as well as making sense of and…
Descriptors: Task Analysis, Thinking Skills, Middle School Teachers, Problem Solving
Rocha, Helena – Teaching Mathematics and Its Applications, 2020
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…
Descriptors: Graphs, Mathematics Teachers, Pedagogical Content Knowledge, Knowledge Base for Teaching
Klein, Sigal; Leikin, Roza – Educational Studies in Mathematics, 2020
Educational literature indicates that solving open mathematical tasks (OTs) is a powerful creativity-directed activity. However, the use of these tasks with school students on an everyday basis is extremely limited. To promote implementation of OTs in middle school, we manage a large-scale R&D project, Math-Key, which makes open mathematical…
Descriptors: Middle School Teachers, Mathematics Teachers, Mathematics Skills, Problem Solving
Parrish, Christopher W.; Martin, W. Gary – International Journal of Mathematical Education in Science and Technology, 2022
The purpose of this study was to determine if the MathTwitterBlogosphere (MTBoS), an online community of practice, provides opportunities for mathematics educators to learn about the knowledge and conceptions that support the effective use of cognitively demanding tasks, including mathematical knowledge for teaching, visions of high-quality…
Descriptors: Mathematics Teachers, Communities of Practice, Difficulty Level, Cognitive Processes
Keazer, Lindsay; Jung, Hyunyi – School Science and Mathematics, 2020
Problem solving has long been a priority in mathematics education, and the first Common Core mathematical practice (SMP1) focuses on this priority through the language of "Make sense of problems and persevere in solving them." We present findings from a survey about how prospective elementary teachers' (PTs) make sense of potential…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Education, Elementary School Mathematics
van Geel, Marieke; Keuning, Trynke; Frèrejean, Jimmy; Dolmans, Diana; van Merriënboer, Jeroen; Visscher, Adrie J. – School Effectiveness and School Improvement, 2019
Providing differentiated instruction (DI) is considered an important but complex teaching skill which many teachers have not mastered and feel unprepared for. In order to design professional development activities, a thorough description of DI is required. The international literature on assessing teachers' differentiation qualities describes the…
Descriptors: Difficulty Level, Individualized Instruction, Instructional Effectiveness, Expertise
Levenson, Esther – Journal of Mathematics Teacher Education, 2015
This study explores the relationship between participating in a graduate course aimed at enhancing teachers' theoretical and practical knowledge of mathematical creativity and one teacher's changing perspectives regarding mathematical creativity and tasks that may occasion mathematical creativity. Results indicated that perceptions of…
Descriptors: Correlation, Graduate Study, Knowledge Base for Teaching, Creativity
Parrish, Christopher Warren – ProQuest LLC, 2016
The purpose of this study was to determine if and how engagement with an online community supports the development of three attributes identified by Wilhelm (2014) that teachers need to have in order to consistently select and implement cognitively demanding tasks, including mathematical knowledge for teaching, visions of high quality mathematics…
Descriptors: Social Media, Teacher Participation, Cognitive Processes, Difficulty Level
Beswick, Kim; Goos, Merrilyn – Mathematics Teacher Education and Development, 2012
This paper reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The project was funded by the Australian Learning and Teaching Council. Rasch measurement techniques were…
Descriptors: Preservice Teachers, Knowledge Level, Foreign Countries, Beliefs
