The study investigates the knowledge profiles of elementary pre-service teachers (PST) concerning numbers and operations before their professional classroom practice. By validating an instrument through exploratory and confirmatory factor analyses, it identifies and categorizes the PST' performance into distinct profiles based on the mathematical…

It is agreed that algebra has an important role in physics, particularly through handling symbols. A lot of previous research has focused on how mathematics is used in physics from perspectives where mathematics is taken for granted, and not addressing potential differences of mathematics in the physics classroom and in the mathematics classroom.…

Integrating digital pedagogy in mathematics can change teaching and learning. Globally, education institutions adopted digital pedagogy during the coronavirus (COVID-19) pandemic. However, mathematics teachers in rural schools encounter many challenges when embracing digital pedagogy. This article focuses on a study of mathematics teachers'…

This study is a contribution to efforts to promote practices for dealing with the difficulties encountered by learners in probabilistic modeling situations. We attempt to elucidate as precisely as possible the types of difficulties that secondary school students face in the process of modeling with probability tools. By referring to a large and…

Prior research has revealed a variety of factors associated with teacher views around when to incorporate challenging mathematical tasks into instruction, such as teachers' pedagogical content knowledge and their prior assumptions about student ability. There has been less focus on how motivational beliefs (teacher anxiety, enjoyment, confidence)…

Developmental Education in Mathematics (DEM) according to Zankov's model, or "Russian mathematics", has been in use in Norway since 2009 in an increasing number of schools (about 100 elementary schools in 2024). There has been relatively little research into the implementation of this teaching method in a Norwegian context. In this…

Despite mandates from 1995 to incorporate Indigenous knowledge in all curricula in Manitoba, secondary mathematic curricula content has very few Indigenous perspectives, and what is provided is limited to viewing Indigenous artwork and architecture through the lens of Western Mathematics. In the spirit of Reconciliation, acknowledging that…

In response to teacher shortages, short-track teacher education programmes have been established for those with academic degrees in mathematics, who often bring their prior professional identities into teacher education. Given the limited time available to pre-service teachers, teacher education becomes critical in challenging individuals from…

Many studies highlighted the importance of mathematical justification in problem-solving. This paper describes students' mathematical justifications for solving derivative problems collaboratively, especially before and after the use of technology was allowed. We asked two undergraduate students who were preservice mathematics teachers in a paired…

The aim of this paper is to contribute to the ongoing discussion about the role of intuition and ambiguity in doing, teaching and learning mathematics. We start by discussing the ways in which limits and continuity are presented in Calculus textbooks, to illustrate some of the ambiguities, and to contrast them with precise and rigorous definitions…

Development of students' argumentative capability in mathematics supports deeper conceptual understanding and reasoning. However, young students often lack the prerequisite communicative competency. This study examines how one teacher supported students in building collective argumentation through an extended mathematical inquiry. Analysis of…

Background/purpose: It is an urgent necessity to identify geometric conceptual errors among students at different levels. These errors cannot be ignored, as they hinder the learning of related concepts. Teachers need to be aware of these errors, which are often embedded in students' cognitive structures, so that they can work on eliminating them…

Teachers play a crucial role as change agents in schools; however, research rarely positions teachers as the implementers of reform. Teachers in classrooms understand the complexity of their context and are well positioned to adapt professional learning to implement change in their schools. Multiple case study, one in Australia and one in Norway…

This paper reports on an innovative project which enhanced professional learning for in-service and pre-service teachers in a regional setting. By fostering collaborative mentor-mentee relationships and co-designing professional development activities, the project improved mathematics teaching practices and student outcomes. Utilising Breakspear's…

Facilitating whole-class discussions based on tasks that support inquiry and provide conceptual learning opportunities has been identified as a central, challenging task of teaching. We drew upon practice-based and interactionist research traditions to decompose how eight experienced Grades 5-7 mathematics teachers facilitated whole-class…