Teachers' beliefs, professional development, access to hardware/software, and instructional contexts all influence teachers' use of technology (Ertmer et al., 2012; González-Carriedo & Esprívalo Harrell, 2018; Ottenbreit-Leftwich et al., 2010). The first three factors have been studied extensively, but additional research on the instructional…

Using children's literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based…

The literature on the barriers encountered in the use of technology in education indicates that the internal barriers have a deterministic effect within this process. Therefore, it is important to determine the way teachers use technology as well as their opinions and attitudes towards technology in order to ensure effective use of technology in…

Problem solving is at the heart of mathematics, and is known to support learning for a diverse range of children. However, challenges can be encountered when teaching mathematics through problem solving. This article provides insights from research literature into: (1) the nature of the challenges; and (2) some ways that problem solving can be…

Learning in maths is complex because it is a process that involves cognition and the affective domain. Indeed, learners experience many emotions during maths, both positive and negative, which influences their learning. In addition, the learner can believe that one's capacity to do maths is static and cannot be changed. All these aspects are…

This paper reports on a review of a series of video tutorials that were developed for offering at a distance to primary school students of Trinidad and Tobago during the pandemic. The materials selected for the review focused on the teaching of problem-solving skills based on topics drawn from the mathematics curriculum. The tutorials were…

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…

The pre-service teacher followed in this paper aimed to act as an agent of change during a time of reform in Irish secondary mathematics education. A teacher-researcher led action research project was conducted to depict the reality of the situation regarding the implementation of mathematical problem solving from a variety of perspectives-namely…

This paper investigates, using a case study methodology, the impact of formative video feedback on the educational experiences of early childhood and primary pre-service teachers (PST) completing a pedagogically focused mathematics education unit in a fully online mode. Given the trend over the past 10 years towards the delivery of university…

This study investigated preservice teachers' (PTs) conceptions of how math is well-taught, their ability to design lessons that employ reform-based practices, and relations between their conceptions and lesson plans. We developed a survey and a rubric, in relation to the most recent standards and practices in U.S for the teaching and learning of…

Students thrive when presented with tasks that are approachable, challenging, and interesting. Remembering to challenge all students is essential, not just those who excel in mathematics; teachers need to open the door to meaningful mathematics for every learner. In this exploration into subtraction patterns, teachers will see how curious young…

There is a wide recognition that reasoning abstractly, constructing arguments, or critiquing arguments should be an important educational goal in the mathematical experiences of all students in the standards for school mathematics. Seeing these standards as an essential element for developing deep mathematical understanding; however, call for a…

Researchers have been interested in students' transition to calculus since the early 1900s. One line of inquiry highlights students' understandings of high school mathematics as impeding or supporting their successful transition to university mathematics. This paper addresses an underlying question in this line of inquiry: does school mathematics…

Teaching meaningful and productive mathematical argument in school requires teachers who are comfortable with diverse forms of mathematical justification. This study examines the written and oral justifications of pre-service middle school teachers (PSTs) in a single classroom, focusing on the types of justifications they use during the patterns…

This article reports findings from an exploratory study investigating the effects of robotics professional development sessions in underserved middle schools in the southeastern United States. Eleven middle-level science and mathematics teachers from a high-needs school district received year-long training in robotics technology and instructional…