Algebra holds an important role in school mathematics, and teachers must recognize the broad range of algebraic ideas and develop a deep understanding of these concepts to teach algebra conceptually. This study aims to investigate two pre-service middle school mathematics teachers' (PSTs) conceptualization of algebraic thinking before and after…

This action research study examined the effects of professional development on teaching for conceptual understanding in Algebra I. "Conceptual knowledge refers to knowledge of the underlying structure of mathematics-the relationships and interconnections of ideas that explain and give meaning to mathematical procedures" (Eisenhart et…

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…

This dissertation aimed to investigate the effectiveness of educational technology tools on high school students' Algebra I fundamental skills from the perspectives of high school mathematics teachers. A mixed-methodology approach, including online surveys and open- ended questions, was used to capture the teachers' perspectives. The study…

The purpose of this study was to examine teachers' perceptions of the Illustrative Mathematics (IM) using data from teacher interviews from year 1 and year 3 of their implementation of IM. In year 1, 22 Algebra 1 teachers were interviewed; in year 3, 13 teachers participated. Interviews were conducted using a semi-structured protocol that included…

Authentic practice in pedagogical approaches is essential for preparing teachers to design effective learning experiences that foster student engagement during this digital era. There is an opportunity to explore novel and effective designs of virtual experiences that may augment or better prepare preservice teachers for field placements in…

This mixed methods experimental study examined the impacts of the Early College High School model on students' college readiness in mathematics measured by their success in college preparatory mathematics courses in the 9th through 11th grades, and disaggregated for academically prepared and underprepared students. This study looked at the…

This study examined changes in beliefs and confidence of 24 pre-service mathematics teachers after they participated in professional learning in an algebra pedagogy course, which addressed an under-researched area about their domain-specific beliefs in teaching algebra. A single-group pretest-posttest design was adopted. Quantitative data were…

Effective teachers have knowledge not only of the subject they are teaching, but also of how to teach it appropriately. To develop these aspects of knowledge, faculties of education include a number of courses that address the related skills. From the perspective of mathematics teacher education, courses related to mathematics teaching have come…

This program focused on improving mathematics content and pedagogy for Algebra I teachers, including regular classroom teachers and exceptional education teachers, as they implemented the Tennessee Mathematics Standards. Concentrating work on a few topics allowed for tightening breadth while increasing depth of content, as well as devoting study…

Although lesson study has been shown to improve the teaching and learning of mathematics, little research has focused on reasons for engaging in it from a teacher's perspective, particularly after sustained engagement with lesson study. This qualitative study reports on thirty-three teachers from the United States who were involved in twelve…

A web-based education system was designed within the scope of a project to ensure the professional development of middle school mathematics teachers. This system was designed in a way to allow teachers to prepare a Hypothetical Learning Trajectory and lesson plan related to the algebra learning content and also to give feedback to these contents…

This paper focuses on description and evaluation of a Web-based professional development system for teachers centered on the collection and use of frequent student performance information in algebra for instructional decision making. With U.S. federal grant funding, researchers developed Web-based instructional modules, which provided interactive…

Mathematics teacher professional-development (PD) programs based on Cognitively Guided Instruction (CGI) have been developed and implemented with tens of thousands of elementary mathematics teachers worldwide since the 1980s. Starting with a focus on addition and subtraction on whole numbers in the first CGI PD program, the content of these…

A networked improvement community can be a tremendous resource for people who share a common interest and desire to learn from each other, and, thanks to technology, this can occur even when participants are separated by a large distance. This article discusses Virginia Advanced Study Strategies' Rural Math Innovation Network, a four-year project…