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Showing 1 to 15 of 136 results Save | Export
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Chunxia Qi; Haili Liang; Siyu Zuo; Ruisi Li – Education and Information Technologies, 2024
Competency-oriented student activities are an important means of enabling teachers to move from teaching fundamental knowledge to developing students' subject competencies. To examine mathematics teacher novice--expert differences in organizing competency-oriented activities, this study collected data from three consecutive lessons taught by an…
Descriptors: Comparative Analysis, Network Analysis, Mathematics Teachers, Mathematics Instruction
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Aliustaoglui, Feyza; Tuna, Abdulkadir – International Journal of Progressive Education, 2022
The aim of this study is to investigate the change of prospective mathematics teachers' pedagogical content knowledge (PCK) on the linear equation and slope subject based on the lesson plan development and implementation process based on the 4MAT model. The concept of PCK was discussed in three components as content knowledge, knowledge of student…
Descriptors: Pedagogical Content Knowledge, Preservice Teachers, Lesson Plans, Models
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Bima Sapkota; Brooke Max – Investigations in Mathematics Learning, 2025
Mathematics education researchers have highlighted that preservice secondary mathematics teachers (PSTs) need opportunities to learn how their content knowledge is contextualized during instruction. Mathematical Knowledge for Teaching (MKT) subdomains provide a way to understand mathematics discipline-specific knowledge that is unique to the…
Descriptors: Preservice Teachers, Secondary School Teachers, Teacher Characteristics, Mathematics Teachers
National Council of Teachers of Mathematics, 2025
Get a deeper understanding of teaching functions, 9-12 with our concise and comprehensive Go-To Guide. Based on "Developing Essential Understanding of Functions 9-12" and "Putting Essential Understanding of Functions into Practice 9-12," this summary distills the key concepts and ideas into a quick-reference guide that's…
Descriptors: Mathematics Instruction, Teaching Methods, Kindergarten, Elementary Secondary Education
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Nuria Climent; Luis Carlos Contreras; Miguel Montes; Miguel Ribeiro – ZDM: Mathematics Education, 2024
This paper studies the knowledge developed by a group of sixty-two pre-service primary teachers during a training session on the definition of a polygon and the mathematical practice of defining. We explore the knowledge developed by pre-service teachers when they carry out a series of training tasks oriented around the practice of defining with…
Descriptors: Models, Task Analysis, Teaching Methods, Mathematics Instruction
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Gorete Fonseca; João Pedro da Ponte – International Journal for Lesson and Learning Studies, 2025
Purpose: The study aims to understand what learning is evidenced regarding knowledge about the teaching of mathematics by five primary teachers when they reflect on research lessons. To do so, we used situations from the formal and informal reflection sessions that took place after teaching four research lessons. Design/methodology/approach: It is…
Descriptors: Mathematics Instruction, Reflective Teaching, Teacher Attitudes, Lesson Plans
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Temesgen Yadeta Dibaba; Abbi Lemma; Maina Faith; Adula Bekele Hunde – International Journal for Lesson and Learning Studies, 2024
Purpose: The main purpose of this study was to explore how engaging in lesson study enhances secondary school mathematics teachers' pedagogical practice in lesson planning in Jimma, Ethiopia. Design/methodology/approach: The study employed a design-based research approach with qualitative and quantitative data collected from two secondary schools,…
Descriptors: Mathematics Instruction, Mathematics Teachers, Student Centered Learning, Secondary School Teachers
Lang, Julie – ProQuest LLC, 2022
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.…
Descriptors: College Faculty, Mathematics Teachers, Mathematics Instruction, Pedagogical Content Knowledge
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Thobela, Nomvuyo M.; Sekao, Rantopo David; Ogbonnaya, Ugorji I. – Journal of Pedagogical Research, 2023
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…
Descriptors: Mathematics Teachers, Mathematics Instruction, Textbooks, Pedagogical Content Knowledge
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Frederik Dilling; Rebecca Schneider; Hans-Georg Weigand; Ingo Witzke – ZDM: Mathematics Education, 2024
This article presents an extension of the well-known TPACK model to describe the professional digital competencies of mathematics teachers. The extension leads to what we want to call MPC-model (Media-Pedagogy-Content) in the following. It additionally includes (1) the consideration of competencies instead of knowledge for a holistic description,…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Digital Literacy, Models
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Ramos Fonseca, Maria Gorete; da Ponte, João Pedro – International Journal for Lesson and Learning Studies, 2023
Purpose: This research aims to understand the learning with regard to didactic knowledge of an early childhood teacher who participated in a Lesson Study (LS) on the topic of patterns, as well as her perspective about LS as a teacher education process. Design/methodology/approach: This is a qualitative case study of an early childhood teacher who…
Descriptors: Lesson Plans, Early Childhood Education, Mathematics Instruction, Preschool Teachers
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Mitsui Arai; Takuya Baba – Journal of Science and Mathematics Education in Southeast Asia, 2023
This study aims to develop a conceptual framework regarding practitioner knowledge and describe how one mathematics teacher generates her practitioner knowledge based on the framework. The characteristic of this framework is a combination of static and dynamic aspects of knowledge based on the teacher's perception and interpretation. The research…
Descriptors: Foreign Countries, Teaching Methods, Mathematics Instruction, Multiplication
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Hashituky Telesphore Habiyaremye; Celestin Ntivuguruzwa; Philothere Ntawiha – Education and Information Technologies, 2024
The current study aimed to sightsee the effectiveness of Mathematical knowledge for teaching (MKT) through lesson planning and technological pedagogical content knowledge (TPACK) on Rwandan mathematics tutors in teachers' training colleges. A quasi-experimental research design was used with a control and an experimental group. The experimental…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Lesson Plans, Mathematics Instruction
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Cardoso, Linda; Da Ponte, João Pedro; Quaresma, Marisa – International Journal for Lesson and Learning Studies, 2023
Purpose: To understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs. Design/methodology/approach: Following a qualitative approach, this study took place in…
Descriptors: Pedagogical Content Knowledge, Preservice Teachers, Elementary School Teachers, Teaching Methods
Goyer, Alysia – ProQuest LLC, 2023
Algebraic thinking is an essential component of the K-12 mathematics curriculum. Early algebra focuses on the overall numeric structure (Kaput, 2008; Kieran,2018; Kieran et al., 2016) which focuses on the noticing of arithmetic patterns leading to generalizations supported by justification, reasoning and justifications (Blanton, 2008; Blanton et…
Descriptors: Mathematics Instruction, Technological Literacy, Pedagogical Content Knowledge, Algebra
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