In this paper I report findings from a four year study of beginning elementary school teachers which investigated development in their mathematical knowledge for teaching (MKT). The study took a developmental research approach, in that the teachers and the researcher collaborated to develop the mathematics teaching of the teachers, while also…

Grounded in a belief in the transformative possibilities of social studies teacher education, I present an argument for considering the development of purpose as both content and pedagogy of social studies teacher education. As part of developing a coherent pedagogy of rationale-based social studies teacher education, I begin by exploring the…

In this paper we offer a theoretical discussion on the mathematical content knowledge development of secondary school mathematics teachers. We discuss relevant studies from literature and use different views and conceptions of school mathematics to propose a model to develop or transform the mathematical content knowledge of secondary school…

In mathematics, engaging in reasoning-and-proving (RP) includes investigating mathematical relationships, formulating conjectures, evaluating others' conjectures or arguments, generating arguments, and communicating mathematical knowledge. These mathematical processes are key habits of mind that help learners think critically within and…

This longitudinal interpretative case study examined the constructivist beliefs and related practices of four secondary history teachers from their teacher preparation through their first year in the classroom. The results of this study showed that issues of historical content knowledge and classroom control were major barriers for the…

The purpose of this study is to understand how teachers make sense of data from a complex set of reading assessments and how inferences they derive from the data affect decisions about instruction. There are two key research questions--1) How does a teacher's developing expertise with a complex set of assessments (assessment literacy) affect the…

This case study explored the impact of a standards-based mathematics and pedagogy class on preservice elementary teachers' beliefs and conceptual subject matter knowledge of linear functions. The framework for the standards-based mathematics and pedagogy class in this study involved the National Council of Teachers of Mathematics Standards,…

The purpose of this proposed study will be to examine the relationship between faculty's pedagogical content knowledge and the design of online curriculum to teach students about diversity in a higher education environment. One hundred twenty-seven faculty teaching online courses at a Midwestern state will be selected on non-random sampling to…

The purpose of this study was threefold: Examine middle school teachers' familiarity with, interest in, conceptual knowledge of and performance on light; Examine their ability to identify misconceptions on light and their suggested pedagogical ideas to address the identified misconceptions; and Establish the relationship between the middle school…

Lesson study, a teaching and learning strategy used in Japan, is a new area of consideration for teacher professional development in the United States. An important component of the lesson study process is the role of the facilitator. The intent of this study was to investigate the role of the facilitator in the lesson study process relative to…

The purpose of this study was the development and validation of an instrument to measure the self-efficacy of elementary mathematics teachers. Self-efficacy, as defined by Bandura, was the theoretical framework for the development of the instrument. The complex belief systems of mathematics teachers, as touted by Ernest (1989) provided insight…

This study examined a unique professional development model and its contribution to teachers' practice. The study also sought to understand the process of teacher learning as teachers made fundamental changes in their teaching. The new model of professional development was implemented in the context of the Social Forestry, Education and…

Within the limited field of research on teachers' probabilistic knowledge, incorrect, inconsistent and even inexplicable responses to probabilistic tasks are most often accounted for by utilizing theories, frameworks and models, which are based upon heuristic and informal reasoning. More recently, the emergence of new research based upon informal…

A critical practice in teaching elementary mathematics is posing problems that build on children's mathematical thinking. As such, teacher educators must provide pre-service teachers (PSTs) with a set of learning experiences to support PSTs in this practice. In this study, we present our analyses of PSTs' responses to a sequence of three methods…

This study explores how teachers understand and translate curriculum statements into concepts that are better suited to supporting student progress with rich mathematical problem-solving tasks. We report the actions of one experienced teacher of primary mathematics in charting the sequence of concepts and processes relevant to the above issue. We…