Despite the evidence of its effectiveness on student learning, ambitious mathematics instruction has proven to be challenging for teachers to enact. Increasingly, instructional coaching programs have become a way of providing intensive one-on-one support to teachers to improve the quality of mathematics instruction. Researchers have identified…

Mathematics curriculums worldwide are being refined to prepare students for the twenty-first century by focusing on developing students' higher-level thinking skills. As a result, teachers need to adjust their pedagogical approaches to enact new curriculums, which is frequently facilitated through continued professional development (CPD). During…

In this "Perspective on Practice," we describe how we interpreted, built on, and adapted the design principles shared in "The Content-Focused Methods Course: A Model for Integrating Pedagogy and Mathematics Content" by Steele and Hillen (2012). Using evidence of learning from that report as a foundation, we provide insights…

How is the content of university programs selected and structured? How does it evolve? In the anthropological theory of the didactic, external didactic transposition designates the processes through which knowledge to be taught is delimited and developed for delivery within a school institution, including universities. This paper presents a first…

In this study, we introduce an analytic framework for effective professional development programmes (PDPs) that has been synthesised and derived from the literature. The framework acknowledges that certain design features concerning how to process the content as well as the methods to facilitate teachers' enactment are important but also…

The selection of tasks based on the evaluation of task features can be considered a core practice of teaching and a relevant component of teaching quality. This is typically part of teachers' preparation for their classroom teaching, which prompts the following question: What are the characteristics of the tasks that teachers use when selecting…

Wenger's theory of learning proposes the concepts of "participation" and "reification" as dimensions of educational design. Based on this proposal, this position paper looks at the design of one Mathematics Professional Development Program (MPDP) through the lenses of these concepts. We argue that the "reification"…

Nationwide, many students fail to complete the key mathematics courses that are required for most STEM majors, including Precalculus. This paper describes the rationale, implementation, and impact of the redesign of Precalculus at one regional west coast institution. Prior to the redesign, pass rates in Precalculus were modest (75.8% of all…

In this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture.…

We engaged preservice teachers in a redesigned mathematics field experience with a central focus on children's reasoning through teaching experiments and purposeful reflection on practice through Lesson Study. Indicators of effective teaching were examined through analysis of lesson plans and enactment, comparing student teachers who participated…

Over the past several decades, policymakers, researchers, and practitioners have placed an emphasis on inquiry-based science and mathematics instruction in elementary school. While inquiry-based science and mathematics instruction can support student learning and engagement, teacher preparation programmes have experienced challenges in preparing…

This paper describes a professional development (PD) programme design integrating just-in-time learning (JITL) to support teachers to learn about and enact inquiry teaching. Through JITL, teachers are provided with support that is responsive and applicable to their needs. This case study reports on the professional journeys of three teachers who…

We recognise that though teachers may participate in various forms of professional development (PD) programmes, learning that they may have gained in the PD may not always lead to corresponding perceivable changes in their classroom teaching. We offer a theoretical re-orientation towards this issue by introducing a construct we term…

Prospective elementary teacher (PSET) education programs vary greatly in the courses and course sequences employed to prepare their students. This article explores potential tradeoffs that arise for mathematics teacher educators, PSETs, and their future students due to the choices PSET education programs make regarding their design. Specifically,…

This study aims to examine coherence in a teacher preparation program relative to equity. Using performance assessments and artifacts from coursework, we explore how candidates define equity, what equitable practices they enact in their field placements, and whether a relationship exists between their conceptualizations and their practice. We…