This paper conceptualises mathematics leadership using cultural-historical activity theory (CHAT). Qualitative data were generated with three primary school mathematics leaders and analysed focusing on motive objects of activity. Analysis showed that the leaders directed their leadership at multiple motive objects, establishing mathematics…

This study of 4th-grade students in Oregon found that higher self-efficacy is associated with higher mathematics summative test scores, consistent with prior research linking self-efficacy to math achievement. Two formative instructional practices--opportunities for math feedback and help, and opportunities for math discussion--positively…

Alongside formal education, the home mathematics environment is important for children's early maths development. This study reports a new domain-specific measure of parental self-efficacy for maths (and reading skills) with 3-4-year-olds. 65 families in the UK were surveyed, and a sub-sample of 40 families also completed a remote child assessment…

Parents' math anxiety may hinder their engagement in math activities with their children. This study investigated when this impact occured by examining the association between parental math anxiety and the frequency of home-based math activities among parents of preschool-aged children, and investigating whether this parental math anxiety-activity…

The present study aimed to describe teachers' instructional flows when implementing a mathematical problem-posing task using scriptwriting technique. With matchsticks, a growing pattern that increases by a constant unit was created and presented to the teachers as a problem-posing situation. We analyzed the instructional flows in 50 scripts,…

The early years of education are a crucial time to develop a strong foundation of critical mathematical skills. A growing body of research continues to demonstrate that this foundational knowledge can be successfully built through teacher-facilitated, or guided, approaches to play. Despite its benefits, the implementation of guided play is…

In South Africa and in many other parts of the world, decolonising the curriculum has become a valued goal, while frameworks that would systematically support the decolonising project through "instructional design" are not broadly available. In this conceptual paper we bring readers to consider one framework for instructional design, the…

Recent research has called for more attention in the understanding and developing of mathematics teaching talk, focusing on the specific use of language as a resource to help students learn mathematical concepts. Based on a task-based interview with eleven teachers, this paper attempts to utilise the Mathematics Register Knowledge Quartet to…

This study aimed to elicit middle school pre-service mathematics teachers' personal meanings of realistic mathematics problems. The study presents a portion of a larger design-based study involving teacher training sessions encompassing small-group discussions, writing realistic mathematics problems, and whole-group discussions. The audio records…

This article examines what constitutes a 'good' mathematical problem and proposes to conceptualize the notion of "collective mathematical problems" as phenomena that arise through and by way of the inter-actions enabled by the collective itself. The author examines how these collective mathematical problems can emerge in the classroom…

Teacher noticing--i.e., attending to and interpreting--students' mathematical thinking is a predominant framework in preparation programs for pre-service mathematics teachers, based on the assumption that they should learn to notice early in their training to acquire the expertise needed in their professional lives. Most research on this topic…

The paper addresses the potential relationships between shared authority in mathematics classrooms and students' mathematical reasoning. Even though tensions and challenges related to shared authority are explicated in the literature, there are few examples of how these issues play out in mathematics teaching. We investigate the case of a…

There is a strong need for fifth-grade students to become proficient in mathematical problem-solving using fractional computations because it will have a lasting impact on student achievement. Traditionally, mathematics is taught inside a brick-and-mortar classroom, grounded in rote memorization of facts, rules, and formulas. In recent years, more…

While proof has been studied from different perspectives in the mathematics education literature for decades, students continue to struggle to build proof comprehension. Complicating this, the manner in which proof comprehension is assessed largely remains to be the definition-theorem-proof format in which students are asked to reproduce proofs or…

The relation between mathematical achievement in early childhood and future academic success is well established. However, our knowledge about the effect of instruction on mathematical performance is often reliant upon self-report or videotaped instruction measures and standardized achievement assessments. The current study uses teacher audio…