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…

Professional noticing has been stressed as one of the key professional competencies that teachers must develop. To date, there is a robust amount of literature on teacher noticing with a focus on students' mathematical thinking. However, we have thus far not found any study that focuses on teacher noticing of classroom situations in which…

Background: Empirical studies have revealed students' development of computational thinking (CT) and mathematical thinking (MT) during programming-based mathematical problem-solving, highlighting specific CT concepts or practices that serve as learning goals or outcomes. However, implementing programming-based mathematics instruction requires…

Mathematics is a core component of cognition. Unfortunately, most young children and teachers cannot access research-based early childhood mathematics resources. Building on a quarter-century of research, we are developing and evaluating an innovative, integrated, intelligent, and interactive system of technologies based on empirically validated…

This report provides the perspectives of multiple respondent groups -- districts, principals, and math teachers -- on math-focused professional learning (PL) for teachers. The authors explore the factors that district and school leaders consider when selecting math-focused PL. These factors include principal autonomy to select PL; teachers'…

This qualitative study explores how structural factors and self-talk mediate early career math teachers' experiences implementing student-centered reforms in high-need urban schools. Results indicate that implementing instructional changes can sometimes interfere with the success of classroom interaction rituals, and can contribute to internal…

Building Thinking Classrooms (Liljedahl, 2021) provides teachers with a new method of designing and sequencing tasks called "thin slicing," which emerged from variation theory. The results of the present study indicate that an analysis of the dimensions and ranges of variation within such a task offers insights into learning…

Critical events are incidents encountered by teachers in their practice that can potentially provoke questions about the instructional decisions made, gaining an entry to changing and improving teaching practices. Current research often conceptualises critical events as those that occur during instruction, but critical events can also occur before…

Background/purpose: Instructional modules are essential tools in supporting effective teaching and learning, particularly in mathematics education. Despite the increasing emphasis on learner-centered approaches, many teachers continue to adopt traditional strategies that prioritize content delivery over student engagement. This study was conducted…

Many of today's educators learned math in elementary and secondary schools with approaches very different from those outlined in the current standards, and it is difficult to teach for proficiencies educators have not yet developed in themselves. How can teachers find time for this kind of professional learning with all the other responsibilities…

The ability to notice students' mathematical thinking is key to better understanding student learning and effective teaching. Our professional development program utilized a Child Study Assignment in an attempt to strengthen K-3 teacher noticing. We applied principles of improvement science to improve this assignment to better support the…

Modern researchers focus on spiritual and moral education only of children, particularly in the humanities. In this study, we develop and implement a program for the spiritual and moral education of 24 mathematics teachers aged between 30 and 65 years and assess its effectiveness. The program's effectiveness was assessed based on previously…

This study explored an emerging practice, online video coaching, which builds on the affordances of digital technology to allow coaches to work with geographically distant teachers. Content-focused mathematics coaching has proven successful in a face-to-face environment because of its personalized nature, long-term sustainability, and the…

Problem posing, the process of formulating problems based on a given situation, is an essential practice in mathematics and other disciplines. Although this is acknowledged in policy documents, problem posing is neither substantively nor consistently included in the school mathematics curriculum. In this paper, we first comment on the state of…

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…