In Chile, mathematics results are insufficient at the school level. To address this problem, the need to rethink teaching has been raised. Evidence indicates that epistemological beliefs are at the basis of pedagogical decisions, and their study has been developed mainly in primary and secondary school teachers. However, scientific evidence is…

In this survey paper we focus on aspects of the quality of teaching mathematics from several perspectives. We differentiate between effective aspects that are empirically proven and more normative ones that constitute "good teaching" but that are highly dependent on context. High quality of mathematics teaching includes characteristics…

We examined the characteristics of video annotations frequently discussed during debriefing conversations as part of video-assisted coaching cycles. We also analyzed how mathematics coaches used written annotations to inject ideas into debriefing conversations when supporting teachers to reflect on important classroom events. Coaches and teachers…

The present study aimed to describe teachers' instructional flows when implementing a mathematical problem-posing task using scriptwriting technique. With matchsticks, a growing pattern that increases by a constant unit was created and presented to the teachers as a problem-posing situation. We analyzed the instructional flows in 50 scripts,…

The modeling approach is used to prepare students to become responsible citizens and face the challenges and demands of modern times, mainly when they engage in modeling activities using digital tools. This study investigates the features of digital tools used in modeling processes among prospective teachers. Thirty-two prospective mathematics…

Coaching teachers is complex work as coaches must navigate multiple and competing roles of expert and colleague. Within mathematics education, there is a lack of research exploring how coaches enact their stance for coaching, balancing the roles of expert and colleague, in ways that best support teacher learning. Furthermore, little is known about…

As earlier research results suggest that many mathematics teaching students criticize a missing relevance in their studies, we explore explanations and interrelationships of their relevance assessments. We aim at finding out how one could support the students in attributing relevance to their study programs. A two-fold model for relevance…

This qualitative exploratory case study focused on a Professional Development (PD) program for mathematics teachers in the public system, which is an underserved community of teachers in Chile. The study aimed to understand how the program addressed the challenges brought by the pandemic. Using semi-structured interviews and drawing from a…

Despite research demonstrating positive effects of writing on student achievement, writing-to-learn remains under-utilised in mathematics and mathematics teacher education. In this paper, we explore how writing-to-learn tasks in a mathematics methods course influenced elementary preservice teachers' beliefs about teaching in two domains:…

Undergraduate peer drop-in mathematics tutoring is a common form of support at the university level, yet research regarding how to train this specific group of tutors is underspecified. This paper aims to describe a training program for this population that is grounded in mathematics education research. It serves as a first step in conducting a…

AHP and Conjoint analysis methods are used to determine the priorities and preferences of groups or individuals in the decision-making process. These methods provide predictive results in many fields such as economics, politics, and environmental sciences. Multi-criteria decision-making methods have the potential to produce effective results in…

Teachers' ability to elicit and use evidence of student thinking during instruction is critical in high-quality mathematics instruction. The practice of anticipating students' mathematics supports teachers in noticing and being prepared to respond to student thinking during in-the-moment instruction. To date, most research on anticipating has…

This paper investigates how mathematics teachers describe their ethical decision making related to instructional practices, drawing on frameworks that incorporate both rational and non-rational approaches. We employed a multiple-case study method, selecting three teachers as cases through criterion sampling. Data were collected via four…

The study reported in this paper is motivated by an article published on a financial portal that presented loan repayments with a continuous approach, as opposed to the discrete approach of addressing loan repayments applied in mathematics courses for economists. Using the Anthropological Theory of the Didactic, we analyse the current didactic…

This interpretive cross-case study investigates complexity in the ways teachers frame mistakes and the reasons behind their framing, challenging the assumption in the literature that productive beliefs about errors generate productive error-handling practices, while unproductive beliefs result in unproductive practices. The study draws on…