This paper contributes to accumulating the knowledge base about prospective elementary school teachers' (PTs') understanding of socio-critical modeling by exploring how PTs make connections to features of mathematical modeling and social justice while posing mathematical problems and reflecting on their problem-posing. We present a conceptual…

The purpose of this qualitative research is to analyze the reflective thinking process of prospective elementary teacher in numeracy problems in terms of their mathematical disposition. The subjects in this study were 26 prospective elementary school teachers who had attended elementary mathematics lectures. The focus in this research is the…

Although aspects of sustainability in communication such as nonviolence are discussed from time to time, hardly any theoretical basement with an empirical validation can be found. In the broadest sense, sustainability refers to the ability to maintain or support a process continuously over time. This paper asks for the theoretical approach that…

Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic…

This study aimed to reveal the solutions of pre-service teachers to contextual problems related to number bases other than the base ten. Furthermore, it was intended to investigate which issues pre-service teachers discussed about their learning in the problem-solving process, including context, and about student learning in their future teaching…

Although research on teacher reflection is vast, research on preservice teachers? (PSTs) use of social media and multimodal reflections is minimal. This study provides greater understanding into how PSTs used Instagram as a platform for engaging in reflection. Throughout an academic year, a group of fourteen PSTs used Instagram several times each…

In this study, whether the variables of pre-service teachers' reflective thinking related to problem solving, attitude towards mathematical problem solving, metacognitive awareness, mathematical literacy self-efficacy, belief related to mathematical problem solving and problem solving achievements differ according to class level and the prediction…

Background: A lack of student 'buy-in' and engagement are often major obstacles in academic literacy courses. To create a dialogic learning environment which encourages student investment and challenges traditional student-lecturer hierarchies of power, the curriculum of a first-year academic literacy course at a South African university was…

This study aims to examine the knowledge-seeking competencies of prospective philosophy teachers who have received pedagogical training in an online environment according to their "reflective thoughts" and "Inventory of Online Information Search Strategies". The methodology of the study was the single-group pretest-posttest…

Limited research exists on the factors that contribute to community college students' development of self-efficacy (SE) while serving as preservice teachers (PSTs) during their early childhood education (ECE) practicum. This lack of research is concerning because educators who have high SE enhance the educational well-being of all children. The…

Research suggests that preservice teachers enter teacher education with predominantly negative dispositions towards mathematics. We present a case study of an approach to supporting the development of positive mathematics teaching identities among students in a middle-level math methods course. Our findings suggest that engaging in narrative…

The main objective of the research is to create and approbate a new way of reflection formation in future teachers, which would increase the level of classifying thinking to the theoretical one. The "Formation of equivalence groups" technique was modified to conduct the experiment. It was carried out both individually and in…

As students learn to problem solve in authentic situations, they must also develop metacognitive tools to manage and regulate their problem-solving process. To foster process-focused metacognition utilized by mathematical thinkers and problem solvers, inquiry-based learning classroom practices and an adapted version of portfolio problems were…

Contribution: This paper employs the automatic scoring of short essays as a novel way to determine pre-service teachers' knowledge of and attitudes toward computational thinking (CT) from their written reflections. Implications about designing CT courses for pre-service teachers are discussed. Background: CT is an essential 21st-century competency…

The aim of the study was to determine the effects of a dialogical argumentation instructional model (DAIM) on pre-service teachers' ability to solve conceptual maths-in-physics (MIP) problems. Using a quasi-experimental design the study included two equal groups of pre-service teachers (N = 40) to follow two instructional methods in which the…