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Bima Sapkota; Amanda Huffman Hayes – School Science and Mathematics, 2024
Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs' practices, we operationalized six MKT subdomains in terms of approximations…
Descriptors: Preservice Teachers, Mathematics Teachers, Teacher Education Programs, Pedagogical Content Knowledge
Erik Jacobson – Investigations in Mathematics Learning, 2024
This study used units coordination as a theoretical lens to investigate how whole number and fraction reasoning may be related for preservice teachers at the conclusion of a math methods class. The study contributes quantitative evidence that units coordination provides a common foundation for both mathematical knowledge for teaching whole number…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Instruction, Methods Courses
Alfaro Víquez, Helen – International Electronic Journal of Mathematics Education, 2022
Mathematics teachers' knowledge for teaching mathematics has been broadly studied in recent years, and many theoretical frameworks and instruments have been created to measure and improve knowledge and competencies to teach mathematics. The knowledge gained from these studies has been crucial in understanding and determining what mathematics…
Descriptors: Preservice Teachers, Mathematics Teachers, Thinking Skills, Foreign Countries
Angel Mukuka; Jogymol K. Alex – Pythagoras, 2024
This study examined the effect of a professional development training programme on 20 second-year preservice mathematics teachers' knowledge in foundational mathematical concepts at a rural university in South Africa. The training programme aimed to enhance preservice teachers' mathematical knowledge for teaching. An embedded mixed-methods case…
Descriptors: Mathematics Teachers, Preservice Teachers, Teacher Education Programs, Theory Practice Relationship
de Fatima Batistela, Rosemeire; Bicudo, Maria Aparecida Viggiani – Mathematics Teaching Research Journal, 2020
In this paper, we present our perspective about the importance of teaching Gödel's incompleteness theorem in formation courses to mathematics teacher. The phenomenon of incompleteness evidenced by the incompleteness theorem is manifested by the existence of true propositions about natural numbers that cannot be proved by any metamathematical…
Descriptors: Mathematics Instruction, Mathematics Education, Mathematical Logic, Mathematical Concepts
Elbehary, Samah Gamal Ahmed – International Electronic Journal of Mathematics Education, 2022
Probability signifies a mainstream strand in mathematics curricula. Nonetheless, many curricular documents prepared for teachers might not offer enough support. In such a situation, a further reflection on teachers' professional knowledge for teaching probability is demanded; especially, from the perspective of probabilistic reasoning (PoPR) that…
Descriptors: Probability, Mathematics Instruction, Mathematics Teachers, Pedagogical Content Knowledge
Bima Sapkota; Amanda Huffman – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
Mathematics teacher educators have suggested that preservice mathematics teachers' (PMTs') practices provide evidence of their Mathematical Knowledge for Teaching (MKT). In an effort to explore connections between MKT and PMTs' practices, we developed a framework that operationalizes Ball et al.'s (2008) six MKT domains in terms of approximations…
Descriptors: Preservice Teachers, Mathematics Teachers, Teacher Education Programs, Pedagogical Content Knowledge
Sevinc, Serife; Galindo, Enrique – European Journal of Science and Mathematics Education, 2022
This study focused on a pre-service teacher's self-contemplations about the two opportunities provided in a field experience course, Formative Assessment Interviews (FAIs) and Model Building (MB), which were designed to support pre-service teachers developing the skills of noticing students' mathematical thinking. In the field experience,…
Descriptors: Mathematics Skills, Thinking Skills, Preservice Teachers, Formative Evaluation
Martins, Micaela; da Ponte, João Pedro; Mata-Pereira, Joana – European Journal of Science and Mathematics Education, 2023
This research aims to understand how prospective teachers develop their knowledge about whole-class discussions during a lesson study. Following a qualitative approach, we focus on the work of three prospective mathematics teachers preparing, leading, and reflecting on wholeclass discussions. Data was collected through participant observation with…
Descriptors: Mathematics Instruction, Teaching Methods, Pedagogical Content Knowledge, Knowledge Base for Teaching
Torbeyns, Joke; Verbruggen, Sandy; Depaepe, Fien – ZDM: The International Journal on Mathematics Education, 2020
Teachers' pedagogical content knowledge (PCK) importantly contributes to instructional quality and student outcomes. We aimed to complement the limited insights into preservice preschool teachers' PCK, and its association with opportunities to learn (OTL), during teacher training. We offered 162 first-to-final-year preservice preschool teachers…
Descriptors: Pedagogical Content Knowledge, Preschool Teachers, Preservice Teachers, Teacher Education Programs
Min, Mina; Whitehead, Ashley; Wells, Cacey; Akerson, Valarie – International Journal of Research in Education and Science, 2023
With an increasing number of English Language Learners (ELLs), the landscape of public schools in the United States has been rapidly changing. However, ELLs' academic performance is consistently lower than their native English-speaking peers' and many in-service teachers feel ill-prepared to teach ELLs in a culturally and linguistically responsive…
Descriptors: Elementary School Teachers, Student Attitudes, Preservice Teachers, Teacher Education Programs
Ertas, Günes; Aslan-Tutak, Fatma – REDIMAT - Journal of Research in Mathematics Education, 2021
This paper is a part of a broader study which aims to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using the Turkish translated versions of TEDS-M (Teacher Education and Development Study in Mathematics) Primary and Secondary Released Items. The sample of the study comprised freshman (first year) and…
Descriptors: Foreign Countries, Mathematics Teachers, Teacher Education Programs, Preservice Teachers
Özgen, Kemal; Narli, Serkan – Contemporary Educational Technology, 2020
This study focuses on the relationship among Content Knowledge (CK), Pedagogic Knowledge (PK), and Technological Knowledge (TK) using Technological Pedagogical Content Knowledge (TPACK). The aim of the study is to use the determined relationship to provide mathematical clarity using the Rough Set Theory, which is commonly used in areas such as…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Correlation, Preservice Teachers
Slavit, David; deVincenzi, Allison Therese – International Electronic Journal of Mathematics Education, 2020
This case study explores the degree to which mathematical knowledge for teaching can be developed by prospective teachers in a multi-site teacher education context. The majority of the article focuses on a description of the target middle level mathematics endorsement program, including distance-based instructional norms, community building…
Descriptors: Preservice Teachers, Middle School Teachers, Mathematics Instruction, Pedagogical Content Knowledge
Tinh, Phan Thi; Le, Trinh Thi Tuyet; Nguyen, Phuong-Thao; Le, Cuong Duy; Nguyen, Manh-Tuan; Nguyen, Tien-Trung – EURASIA Journal of Mathematics, Science and Technology Education, 2021
This article aims to identify the professional competencies that primary school teachers in Vietnam need for effective mathematics teaching and the extent to which teacher-training colleges prepare pre-service teachers with those competencies. A mixed method approach with an explanatory sequential design was employed. Questionnaires were sent to…
Descriptors: Foreign Countries, Teacher Competencies, Elementary School Teachers, Mathematics Instruction