This qualitative study aimed to identify the changes in a prospective' conceptions about the nature of mathematical tasks and pedagogy in video cases and to investigate the characteristics of the prospective' professional knowledge and views during task design/modification. The study used the mathematical task demand engagement process, which…

There is a strong relationship between the quality of education, teachers' decisions and instructional actions, and knowledge. All of them have an important role outcome of the lesson and students' learning. The focus of this study was to discover how the process of students' learning or incapability of learning was affected by teaching practices.…

This paper compares and contrasts two approaches that are widely used in the English- and German-speaking discourse on mathematics teacher knowledge: 'mathematical knowledge for teaching' and 'mathematics didactic knowledge'. It is proposed that these constructs are based on distinct theoretical and conceptual positions and origins. Mathematical…

This article investigates the knowledge arising in mathematics teachers' planning of how to manage transitions within and beyond dynamic geometry environments in the topic of circle theorems. The notion of situated abstraction is used to elaborate the central TPACK construct within mathematics education and address previous criticisms of the…

This paper reports findings related to the pursuit of describing a lived knowing for teaching mathematics. Specifically, we used an enactivist perspective to describe the knowing exhibited by three experienced high school teachers in their instructional actions while leading whole-class instruction on the topic of the equations of exponential…

In this article, we explore demands and tensions involved when schools implement ambitious mathematics teaching (AMT). Following a description of a framework that distinguishes between internal and external demands, we characterize the tension between these in terms of alignment, balance, and buffering, which collectively speak to coherence. We…

Most institutions of higher learning offer undergraduate mathematics tutoring, yet little is known regarding the work tutors do or the knowledge needed to enact that work. We explore the mathematical knowledge needed for the work of undergraduate peer drop-in mathematics tutoring. The data consists of transcripts from eight stimulated recall…

This study investigates what mathematicians, who teach academic mathematics courses to secondary school mathematics teachers, want to teach them about the discipline of mathematics. Data sources included interviews with five research mathematicians. The data analysis revealed that expanding teachers' knowledge about the discipline of mathematics…

The teacher noticing construct is widely recognized in teacher competence and education research, particularly in the field of mathematics education. This paper surveys recent research on mathematics teacher noticing published between July 2019 and 2022, following an earlier literature review on teacher noticing across different disciplines. The…

This literature review examines how mathematics education uses the Technology, pedagogy, and content knowledge (TPACK). This study examines how TPACK affects mathematics classroom instruction, student engagement, and learning outcomes. A detailed examination and synthesis of pertinent publications over the last decade will accomplish this. The…

This paper explores the specialized knowledge mobilized by a mathematics teacher in the selection and use of examples for teaching sequences. Taking an experimental case study approach, we analyse the examples deployed in a series of third-year secondary level lessons on sequences and identify the different knowledge subdomains activated according…

As technology becomes increasingly prominent in modern mathematics education, there's a growing need to understand the essential knowledge mathematics teachers need to effectively integrate technology in algebra instructions. This study therefore enhances the current Knowledge of Algebra for Teaching (KAT) framework, which theorises teachers'…

The importance of mathematical connections in teaching mathematics is broadly acknowledged in the literature. Nevertheless, more research is needed to clarify how different types of mathematical connections manifest in classroom interactions and how they can support student learning. This article uses the commognitive framework to analyse 15…

The aim of this study is to investigate the change of prospective mathematics teachers' pedagogical content knowledge (PCK) on the linear equation and slope subject based on the lesson plan development and implementation process based on the 4MAT model. The concept of PCK was discussed in three components as content knowledge, knowledge of student…

Mathematics is often taught by lecturing students on how to perform procedures, but it could be taught in ways that promote active student engagement and develop deep conceptual understanding. Research supports the latter approach as better for students' retention, engagement, and success with learning mathematics. An important time to influence…