In this exploratory study we considered how one teacher's understanding of proportional reasoning related to his teaching. We used Epistemic Network Analysis to consider the teachers' knowledge organization and connections between knowledge resources as a way to make sense of his understanding. Then, we examined how his understanding was reflected…

In this study we extend our prior exploration focused on the extent to which middle school teachers appropriately identified proportional situations and whether there were relationships between attributes of the teachers and their ability to identify proportional situations. For this study, we analyzed both a larger dataset (n = 32) and two…

The interpretive cross-case study focused on the examination of connections between teacher and student topic-specific knowledge of lower secondary mathematics. Two teachers were selected for the study using non-probability purposive sampling technique. Teachers completed the Teacher Content Knowledge Survey before teaching a topic on division of…

This study reports teachers' insights and challenges after one year of adopting a curricular material designed to move students through carefully engineered, small steps and encourage learners through success and accessible challenges. The analysis of interviews showed that teachers 'followed' the material in different ways, not necessary in-line…

In this study we explored to what extent middle school teachers were able to appropriately identify proportional situations when presented with various mathematical structures and if there were relationships between attributes of the teachers and their ability to identify proportional situations. Interestingly, there were no strong relationships…

This article is a report on the findings of three case studies that focused on elementary teachers' in-the-moment noticing across a month of instruction. Extending Jacobs and her colleagues' framework (Jacobs, Lamb, and Philipp, 2010), this articles categorizes the mediums (i.e., written accounts, verbal interactions, physical strategies) by which…

In this study, we considered how four teachers reasoned about proportional situations involving geometry. We used pilot interviews conducted with in-service middle grades teachers around a set of proportional tasks. Analysis relied on a knowledge in pieces lens to uncover the resources that each teacher used in solving the tasks and which…

If teachers are to adequately support development of their students' numeracy capabilities then they need to have an identity as a teacher of numeracy. A preliminary evaluation of a conceptual framework (Bennison & Goos, 2013) developed for use in a two-year study that seeks to understand this construct is presented. Initial findings about an…

This study of six teachers focuses on the ways they organized the classroom discourse, attended to student thinking, and adapted complex tasks from a Standard-based middle school curriculum. The study explores Cohen's (2011) premise that the knowledge teachers develop is related to their attentiveness to student teaching. This study explores the…

This paper describes challenges encountered by two secondary mathematics teachers when they try to integrate ICT devices in their classes. These findings are based on using the Technological Pedagogical and Content Knowledge (TPACK) context, the four dimension framework developed by Niess: 1) overarching conceptions of integrating ICT, 2)…

The research reported here investigates variation in beginning teachers' early experiences of their own teaching competency. A phenomenographic research approach was used to show the qualitatively different ways teacher competence was understood amongst beginning teachers in Malaysia. Phenomenographic interviews were conducted with 18 beginning…

Pre-service teachers in Zimbabwe face a number of challenges on their Teaching Practice (TP) usually because a second language (English) is the language of education. Challenges and experiences articulated by pre-service student teachers on TP therefore provide a strategic window into the practices of novice teachers. This study uses a concurrent…

This paper documents efforts to develop an instrument to measure mathematical knowledge for teaching high school geometry (MKT-G). We report on the process of developing and piloting questions that purported to measure various domains of MKT-G. Scores on the final set of items had no statistical relationship with total years of experience…

This paper describes part of research conducted with fifteen Numeracy Coaches as they carried out their work supporting teachers in Victorian government schools. There was great variation in the mathematical background of coaches, and this area of the research investigated the changing perception of professional learning priorities to support…

This paper reports on a study that explored the use of cognitively challenging tasks with low-attaining mathematics students and in particular, their teachers' attempts at scaffolding. A major finding was that responding appropriately to scaffolding opportunities was challenging for the teachers. In this paper two main factors are discussed which…