This paper provides an empirical exploration of mathematics teachers' planned practices. Specifically, it explores the practice of foreshadowing, which was one of Wasserman's (2015) four mathematical teaching practices. The study analyzed n = 16 lessons that were planned by pairs of highly qualified and experienced secondary mathematics teachers,…

This Fast Five provides an overview of key evidence-based practices that should be considered as part of core mathematics instruction, as well as intervention settings to meet the needs of all students.

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…

Research shows primary teachers report negative dispositions towards teaching mathematics, impacting their confidence and student outcomes. One approach to improve teacher and student enthusiasm is using picturebooks. While research supports the use of picturebooks in mathematics learning, specific guidance for teachers to implement this practice…

Lesson planning is a crucial component of effective mathematics instruction. However, existing lesson planning frameworks and design models do not explicitly foreground equity and inclusion within instructional planning which are necessary in teaching every student. The What-How-Who structure frames the planning process by foregrounding who the…

This article describes one specific course within a large urban university that uses school university partnerships and clinical practice experiences to prompt elementary education teacher candidates to enact equitable mathematics teaching practices in the classroom. It begins by providing a brief overview of equitable mathematics practices,…

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…

Virtual solutions of museums can be notably used to promote distance learning activities by providing information about their collections. However, the effective use of this potential depends mainly on the exact alignment of the learning activities with the educational goals. For this purpose, this study focuses on the analysis of pre-service…

To ensure that our students can compete in a global economy, successful teaching and learning of mathematics must become a priority within our schools. However, schools continue to track or group students by ability, which, in turn, systematically leaves students behind. Detracking will create a school system that provides both equity and…

In this paper we examine how facilitators' prior experiences as mathematics teachers frame their work when facilitating a practice-based professional development (PD) for the first time. We focus on the experiences of a novice facilitator of StoryCircles, a professional learning process in which teachers collectively script and visualize a…

Purpose: This study aims to explore how a Chinese lesson study (LS) supports a teacher's learning of transforming curriculum reform ideas into classroom practices. Design/methodology/approach: Data analyzed in this study included lesson plans, three videotaped research lessons, three audio-taped group meetings, interviews, the teacher's reflection…

This research study was conducted to identify core practices of enacting effective mathematics pedagogy with GeoGebra, a software application for teaching and learning mathematics. Eleven Ghanaian in-service mathematics teachers were engaged in a twelve-month professional development programme where they developed GeoGebra-based mathematics…

This practical resource will help K-5 teachers incorporate digitally supported disciplinary literacy practices into their classroom instruction. With an emphasis on reaching "all" learners, the authors present Planning for Elementary Digitally supported Disciplinary Literacy (PEDDL)--a six-phase framework that introduces readers to an…

With a teacher's busy schedule, it is easy to get stuck in the lesson planning doldrums. However, as this is an era when teachers can easily learn from and share with educators all over the world, and are interacting increasingly with connected and tech-savvy students, their interest in all things digital can be leveraged for learning by teachers…

A prevailing challenge in teacher education is the "problem of enactment," a discrepancy in what teacher candidates (TCs) know or say about practice and what they can actually do or enact (Kennedy, 1999). Current practice-based teacher education research focuses on articulating pedagogies of practice and core practices to integrate…