This study investigates the characteristics of Japanese primary school mathematics lessons that adopt a problem-solving approach. We argue that these characteristics are reflected in three key aspects: collective teaching and learning, the lesson as a "drama" (i.e., its structured flow), and the focus on mathematical knowledge. In this…

Secondary mathematics preservice teachers enrolled in a methods class at a large Midwestern University were supported to develop their TPACK knowledge. Instructional tasks included engaging with explorations using technology to support reasoning and sense making, creating entries for a technology portfolio, studying theoretical constructs about…

This study investigated the effect of teaching rehearsals on 22 preservice secondary mathematics teachers (PSMTs) who were in their first mathematics pedagogy course. The objective of the teaching rehearsal was to introduce PSMTs to student-centered teaching. PSMTs worked in groups to complete a learning cycle consisting of analyzing a mathematics…

Teacher questioning impacts the level of student thinking that occurs during mathematical instruction. It is important to investigate how questioning is developed in secondary mathematics methods classes so that these environments can support the development effective questioning strategies. This article explores how two preservice teachers use…

Task selection is a critical element of mathematics teaching because mathematical tasks differ in the mathematical opportunities made available to students. Thus, it is important to examine both the tasks that PSTs chose and why they were chosen. This study examines the task selection of 10 pre-service teachers (PSTs) in a middle grades…

To be successful in algebra, students need access to high-quality instruction that includes opportunities to develop their algebraic understanding. Yet research on algebra teaching suggests that instruction remains procedurally focused, indicating that teachers may need additional support to provide students such opportunities. One possible lever…

The National Council of Teachers of Mathematics (NCTM, 2014) highlights that effective teaching practices promote students' reasoning and sense making through various problem-solving strategies. Rather than telling students what to do and how to solve problems, teachers are expected to engage learners in accessible real-life problem situations…

This study introduces a framework for analyzing opportunities for mathematical reasoning (MR) in school mathematics, using MR-relevant claims and their derivation as the unit of analysis. We contend that this approach can effectively capture a broad range of opportunities for MR across various teaching situations. The framework, rooted in…

Mathematical concepts have been a consensus goal for decades, yet there is little consensus on what is meant by the terms "mathematical concept" and "mathematical understanding." This article attempts to discuss these terms in a way that can be of practical use to teachers. Greater clarity on "mathematical concept"…

It is seen that there are few studies on the role of the knowledgeable other when the literature on Lesson Study [LS] is examined. However, for LS to be better understood and applied in different cultures, the role of the knowledgeable other in LS process should be clarified. This study aimed to determine the role of the researcher as the…

This study explored four middle-school mathematics teachers' provision of non-examples and instructional explanations in teaching rational numbers to seventh-grade students. The data sources were 8 lesson hours of observations conducted in four different classrooms. Yin's [(2018). "Case study research and applications: Design and…

A well-designed assessment construct is critical for improving all aspects of quality education and validating the achievement of educational reform. The global prevalence of how teachers communicate learning intentions (LIs) and success criteria (SC) has been of great concern, particularly in the South African context. This study investigates how…

This study aims to clarify the role of generating questions in mathematical modeling and construct principles for teaching and learning mathematical modeling with an emphasis on generating questions. To achieve this purpose, the role of generating questions was determined by solving a sprinkler problem and considering the investigation process.…

In this paper, we introduce a new interpretive framework, which we call Bodymarking, to aid in describing and interpreting activity (e.g., individuals' gestures, gaze, and interaction with materials in the environment) in the classroom. We apply the framework to video recordings of mathematics lessons to explain how it can be used and offer some…

Nicolas Senior shows how EMC3 's Launch-Explore-Summarise/Review model for mathematics lesson structuring sets the conditions to get the most out of both dialogic and direct instruction. He argues that this model will help teachers walk the balance between order and chaos.