This study analyzes the mathematical knowledge to teach early algebra exhibited by pre-service early childhood education teachers, from the perspective of the Mathematical Knowledge for Teaching (MKT) model. The research adopts a mixed exploratory-descriptive methodological approach, based on the application of the MKT-early algebra questionnaire…

This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI-VIII of the Department of…

This paper compares and contrasts two approaches that are widely used in the English- and German-speaking discourse on mathematics teacher knowledge: 'mathematical knowledge for teaching' and 'mathematics didactic knowledge'. It is proposed that these constructs are based on distinct theoretical and conceptual positions and origins. Mathematical…

It is indicated that research on professional development programmes (PDPs) for mathematics teachers mostly concerns whether a programme affects the teachers' practice or student learning, while the teachers' learning is treated as a "black box." Calls have been made for a shared body of knowledge on teachers' professional learning and…

This paper explores the specialized knowledge mobilized by a mathematics teacher in the selection and use of examples for teaching sequences. Taking an experimental case study approach, we analyse the examples deployed in a series of third-year secondary level lessons on sequences and identify the different knowledge subdomains activated according…

Pedagogical content knowledge (PCK) has been widely recognised as an important aspect of the expertise for teaching. However, the extent to which teachers' own teaching practice can be a learning resource for them to develop PCK has not been systematically explored. This empirical study aimed to explore the unique contribution of the work of…

This study explores elementary teacher and administrator perspectives related to mathematics specialty teachers in elementary schools, in a jurisdiction, where such roles were known by researchers to not be used. Mathematics specialty teachers are those teachers that have specialized training in both mathematics content and pedagogy. Online…

Despite the significance of incorporating technology into geometry instruction, many teachers still find it difficult to teach geometry using technology. This study employed a techno- pedagogical content knowledge (TPACK) survey of 70 pre-service mathematics teachers (29 males, 41 females) from a public university. The goal was to determine which…

Although there is a growing research interest in teacher informal learning and an increasing acknowledgment of the important role it plays in teacher professional development (Jurasaite-Harbison, 2008; Jacobs & Park, 2009; Lecat et al., 2020), the effects or outcomes of informal learning are difficult to measure and there are relatively fewer…

Propositional teacher knowledge is recognised as valuable in classroom teaching practice, yet little attention has been paid to it relative to practical knowledge. This mixed-methods study aimed to understand the relationship between teachers' propositional knowledge and their classroom teaching practice in the collaborative school context using…

The aim of the study was to understand preservice mathematics teachers' improvement of their knowledge of mathematical modeling and knowledge for teaching modeling postintervention. A total of 57 preservice mathematics teachers voluntarily participated in the study, which lasted for a period of five weeks. Data sources included three separate…

In this paper, we focus on the design of assessments of mathematics teachers' knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances of particular psychometric models on the development of assessments as well as how they are able to…

Currently, studies focusing on mathematics education pay more attention to the study of the lecturer's knowledge, aiming to understand this knowledge, its development, and how it is reflected in the practice of teaching. Following this line of research, the present study is based in the "Mathematics Teacher's Specialized Knowledge…

This study investigated the impact of a year-long professional development (PD) program on mathematics teachers' knowledge, beliefs, and practice. The PD program of the study was designed to connect mathematics teachers' learning and teaching practice through integrating situated aspects of the teaching profession and teachers' reflections. Data…

The terms conceptual knowledge and procedural knowledge are often used by teachers and never more so than when discussing how teachers teach, and children learn mathematics. This paper will look at literature regarding conceptual and procedural knowledge and their place in the classroom, to offer teachers and teacher educators' advice on some of…