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Ömer Sahin – Educational Research Quarterly, 2024
With the system changes made in 2012 in Turkey, the fifth grade was transferred from the primary school level to the secondary school level. For this reason, secondary school teachers were forced to teach mathematics courses to a group of students they had never met before. Fifth-grade students do not deal with algebra and cannot use equations to…
Descriptors: Preservice Teacher Education, Preservice Teachers, Mathematics Teachers, Secondary School Mathematics
Vesife Hatisaru; Julia Collins; Steven Richardson; Constantine Lozanovski – Mathematics Education Research Group of Australasia, 2024
Whilst educational goals in recent years for mathematics education are foregrounded the development of mathematical competencies, little is known about mathematics teachers' competencies. In this study, a group of practising teachers were asked to solve an algebra problem, and their solutions were analysed to determine the competencies apparent…
Descriptors: Mathematics Teachers, Mathematics Instruction, Pedagogical Content Knowledge, Problem Solving
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Gülseren Karagöz Akar; Mervenur Belin; Nil Arabaci; Yesim Imamoglu; Kemal Akoglu – International Society for Technology, Education, and Science, 2023
This study investigated in-service teachers' conceptualization of the pure imaginary number, within the Cartesian form, "a" + "ib" where "a" and "b" are real numbers and "i" is the imaginary unit. As part of a larger design-based research study, in which a professional development (PD) program was…
Descriptors: Numbers, Mathematical Concepts, Problem Solving, Faculty Development
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Muhammet Sahal; Mustafa Dogan; Ahmet Sükrü Özdemir – International Journal of Modern Education Studies, 2024
This study aims to examine the types of mathematical connections that pre-service mathematics teachers use in their instructions and their opinions on the mathematical connection. For this purpose, a total of 60 pre-service mathematics teachers made lesson plans related to a learning objective from the Turkish middle school mathematics curriculum.…
Descriptors: Mathematics Skills, Pedagogical Content Knowledge, Preservice Teachers, Mathematics Teachers
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Arnal-Palacián, Mónica; Claros-Mellado, Javier – Mathematics Teaching Research Journal, 2022
This paper analyses how pre-service teachers approach the notion of the infinite limit of a sequence from two perspectives: Specialized Content Knowledge and Advanced Mathematical Thinking. The aim of this study is to identify the difficulties associated with this notion and to classify them. In order to achieve this, an exploratory qualitative…
Descriptors: Pedagogical Content Knowledge, Specialization, Preservice Teachers, Mathematics Teachers
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Sevinc, Serife – Journal of Mathematics Teacher Education, 2023
This study articulates the epistemological support of reflective practices for the professional practice of crafting mathematics problems in realistic contexts. The data were collected from 15 middle school pre-service mathematics teachers in two semesters as they were generating problems and engaging in three reflective practices, which served to…
Descriptors: Mathematics Instruction, Problem Solving, Middle School Teachers, Preservice Teachers
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Maboya, Mantlhake J.; Jita, Loyiso C.; Chimbi, Godsend T. – International Journal of Instruction, 2022
Teachers cannot escape being learners if they are to be proficient practitioners. This study interrogates the effects of a professional development programme on mathematics teachers' pedagogical practices in South African primary schools. Using critical theory as the illuminating lens, this qualitative study, which is cast within the participatory…
Descriptors: Faculty Development, Mathematics Teachers, Pedagogical Content Knowledge, Mathematics Skills
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Sevinc, Serife; Lesh, Richard – European Journal of Science and Mathematics Education, 2022
This study aimed to elicit middle school preservice mathematics teachers' self-reported web of knowledge recalled in generating mathematically rich and contextually realistic problems. We designed this study as multi-tier design research incorporated into two teacher education courses in which 40 preservice teachers enrolled in total. Preservice…
Descriptors: Preservice Teachers, Mathematics Teachers, Preservice Teacher Education, Middle School Teachers
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Baldry, Fay; Mann, Jacqueline; Horsman, Rachael; Koiwa, Dai; Foster, Colin – Journal of Mathematics Teacher Education, 2023
In this paper, we analyse a grade 8 (age 13-14) Japanese problem-solving lesson involving angles associated with parallel lines, taught by a highly regarded, expert Japanese mathematics teacher. The focus of our observation was on how the teacher used carefully planned board work to support a rich and extensive plenary discussion (neriage) in…
Descriptors: Problem Solving, Grade 8, Lesson Plans, Mathematics Teachers
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David Glassmeyer; Aaron Brakoniecki; Julie M. Amador – International Journal of Science and Mathematics Education, 2024
Identifying the knowledge resources teachers productively and unproductively draw upon can provide a means by which to create support structures to develop a more robust understanding of the content. To provide more informed grade-level support structures in teacher education programs, this study examined the knowledge resources 20 secondary…
Descriptors: Comparative Analysis, Elementary School Teachers, Secondary School Teachers, Pedagogical Content Knowledge
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Vahid Borji; Petra Surynková; Emily Kuper; Jarmila Robová – International Journal of Mathematical Education in Science and Technology, 2025
Understanding a mathematical concept in real-world situations is of practical importance and would be helpful to learn the concept in depth. One potential way to help students learn mathematical concepts in real-world situations would be to engage them with contextual problems. Exponential and logarithmic concepts are essential topics in higher…
Descriptors: Mathematics Instruction, Mathematics Teachers, Mathematical Concepts, Numbers
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Copur-Gencturk, Yasemin; Doleck, Tenzin – Educational Studies in Mathematics, 2021
Prior work on teachers' mathematical knowledge has contributed to our understanding of the important role of teachers' knowledge in teaching and learning. However, one aspect of teachers' mathematical knowledge has received little attention: "strategic competence for word problems." Adapting from one of the most comprehensive…
Descriptors: Elementary School Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Mathematics Skills
Leong, Yew Hoong – Mathematics Education Research Group of Australasia, 2023
The phenomenon of teachers designing their own instructional materials is gaining more attention in research. Different aspects of this enterprise have been examined--its potential to reveal the complexity of teachers' instructional planning considerations, the design principles employed by teachers to realise instructional goals, among others. In…
Descriptors: Teacher Developed Materials, Material Development, Lesson Plans, Instructional Design
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Nugraha, Yandika; Sa'dijah, Cholis; Susiswo; Chandra, Tjang Daniel – International Journal of Educational Methodology, 2023
Teacher knowledge is one of the main factors in the quality of mathematics learning. Many mathematics teachers have difficulty using proportional reasoning. Proportional reasoning is one of the essential aspects of the middle school mathematics curriculum to develop students' mathematical thinking. Teachers should realize that developing…
Descriptors: Pedagogical Content Knowledge, Mathematics Teachers, Mathematics Instruction, Thinking Skills
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Caviedes, Sofía; de Gamboa, Genaro; Badillo, Edelmira – Journal on Mathematics Education, 2023
Studies that address preservice teachers' knowledge of area measurement emphasize their lack of knowledge and their tendency towards the use of formulas, without offering a body of knowledge that helps to address such difficulties. This study offers an approximation of the mathematical knowledge necessary for preservice teachers to solve area…
Descriptors: Mathematics Instruction, Problem Solving, Preservice Teachers, Pedagogical Content Knowledge
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