The School of Engineering of the Polytechnic of Porto (ISEP) has embraced the DrIVE-MATH project, since September 2017. Active-learning (AL) techniques were implemented in several Math courses, namely Linear Algebra and Analytic Geometry, Probability and Statistics, Statistical Models, Computational Mathematics, and Differential and Integral…

This study is an attempt to design and develop as well as validate sets of Online Instructional Materials in Mathematics VI at selected elementary schools in DCS, Manila, specifically, focused on the study of Geometry and Measurement. Using both documentary analysis and descriptive method of study, two (2) major groups of respondents were chosen…

Due to the COVID-19 pandemic, countries have had to adapt their usual teaching environment and processes to distance education. The purpose of this study was to investigate the Grade 9 geometry course contents shared on the Education Information Network (EBA) platform in terms of mathematics values (mathematical values and mathematics educational…

One promising approach for connecting undergraduate content coursework to secondary teaching is using teacher-created representations of practice. Using these representations effectively requires seeing teachers' use of mathematical knowledge in and for teaching (MKT). We argue that Rowland's (2013) Knowledge Quartet for MKT, in particular, the…

This study investigated how integrating social justice issues, STEM practices, and mathematics may support equity in mathematics education. We analyzed video of four lessons focused on inverse trigonometry and disability rights from a STEM project-based geometry class. Using an established observation protocol, we identified themes related to…

The rationale behind this study concerns the issues school administrators and teachers/prospective teachers face over the progress of these students in mathematics classrooms in two different countries (Spain/Catalonia and Kosovo). This study aimed to present a method of examining primary school mathematics textbooks with the purpose of evaluating…

Helping students develop their ability to use the mathematical practices relies on their awareness of and ability to share their thinking to be used as part of classroom instruction. This type of instruction tends to be different from most teachers mathematics learning experiences thus requiring teachers to rethink what it means to teach…

This article examines the bodies of knowledge that influence and inform the teaching of mathematics methods courses for preservice early childhood teachers, focusing on the U.S. context. In particular, the article reports on an analysis of scholarship published over the last 20 years in four journals (two focused on early childhood education and…

The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of…

In this article, by way of an analysis of a case of mathematics teacher training, I explore the general idea of pedagogic expectation of an alignment of pedagogic identities and specific realisations of mathematics in pedagogic contexts. The particular case analysed has a constructivist orientation, but the analytic resources brought to bear in…

This study investigated the learning process of preservice elementary teachers (PSTs) through lesson study in a mathematics teaching methods course. Lesson study meeting data of kindergarten PSTs were analyzed to examine the shifting focus on (1) student collaboration in classroom (vision), (2) teaching practices (making content accessible), and…

Group work has been a main activity recommended by mathematics education reform. We aim at describing the patterns of interaction between teachers and students during group work. We ask: How do teachers scaffold group work during a problem-based lesson? We use data from a problem-based lesson taught in six geometry class periods by two teachers…

This article aims to present the changes in student selection and placement examinations in secondary education by focusing on the geometry content during the postreform period. The methodology, also used by Petway (2000), includes three steps toward the aim of examining the following: technical aspects, content coverage, and examination results.…

Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by…

This exploratory research project investigated graduate students' satisfaction levels with online learning associated with human (professor/instructor and instructional associate) and design factors (course structure and technical aspects) using a survey study. A total of 81 graduate students (master's students who majored in math and science…