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…

A substantial body of research has documented that the types of knowledge that mathematics teachers draw upon during their practice often differs from the knowledge of individuals working in other fields. Drawing on the Mathematical Knowledge for Teaching (MKT) Framework and the School Mathematics Teaching Pedagogical Content Knowledge (SMTPCK)…

The aim of the study reported in this article was to reveal how instruction, enriched with reasoning about students' thought processes and strategies, regulates prospective teacher's noticing skills in the context of whole number multiplication. In addition, the study examined the evidence of the prospective teacher's (Matt) knowledge that…

A study of pre-service primary school teachers' content knowledge regarding real numbers related to infinity, i.e., division by zero and denseness of the real number line, was conducted at a Swedish university. Data were collected twice during the respondents' teacher education using questionnaires and interviews on both occasions. The data were…

There is widespread belief that addressing differentiation within classroom practice is critical for school improvement in mathematics. School mathematics leaders and consultants are faced with the challenge of interpreting the various models of differentiation that are presented throughout professional learning programs and aligning these with…

Both in New Zealand and internationally, there has been a focus on the use of differentiation in mathematics instruction to raise achievement levels and provide equitable outcomes. New Zealand has a long history of the use of ability grouping to provide differentiation. Recently, this practice has been challenged in a large scale professional…

This study sought to investigate what dimensions of didactic-mathematical knowledge preservice teachers discussed when engaged in lesson study and how lesson study supported the preservice teachers in implementing reform-minded teaching of mathematics. We employed an interpretive case study methodology with the intent of conceptualising the lesson…

Professional development is necessary to support and empower teachers in meeting the high stakes demands of mathematics teaching and to ensure equitable, accessible, and high-quality instruction for all students. Using the Interconnected Model of Professional Growth, we designed and implemented a longitudinal, multi-faceted professional…

This paper explores how data can shape and enhance mathematics learning and teaching in an initial teacher education Learning and Teaching Mathematics Course for First Bachelor of Education preservice teachers in a Regional University. The implementation of a 'data praxis' approach to teaching, required the development of a custom-designed suite…

While it is widely believed that Specialized Content Knowledge (SCK) is essential to effective and quality mathematics teaching, the specific constructs that compose SCK remain underspecified. This paper describes the development and use of a new framework that extends the notion of SCK. The framework was trialled with a cohort of 90 first year…

This research study was conducted to identify core practices of enacting effective mathematics pedagogy with GeoGebra, a software application for teaching and learning mathematics. Eleven Ghanaian in-service mathematics teachers were engaged in a twelve-month professional development programme where they developed GeoGebra-based mathematics…

The 83 primary pre-service teachers beginning their three-year programme in 2015 at the University Otago were participants in the Growing Mathematics Teachers' Project. In this longitudinal research, the pre-service teachers' mathematical content knowledge was examined, as well as other affective aspects of their relationships with mathematics,…

It has been argued that pre-service mathematics teachers (PSMTs) must possess a substantial level of both mathematical content knowledge and mathematical pedagogical knowledge to teach mathematics effectively. Therefore, studies have often evaluated teachers' classroom readiness against these factors. However, to-date, only a few studies have…

A deep understanding of fraction concepts and operations is necessary if pre-service teachers (PSTs) are to present the concepts in multiple forms to learners. Such an understanding needs to be grounded in rich conceptual knowledge. In the present study, we explore the development of this understanding by supporting a cohort of 103 PSTs, who had…

There is increasing concern with respect to the quality of teacher education preparation processes in the West. This study used case study methods to examine learning opportunities and knowledge of mathematics in a sample of 192 Australian trainee middle school teachers and 94 Chinese Bachelor of Science trainee teachers. It was found that the…