This paper presents an analysis of how resources were designed to support implementation of the new Queensland senior secondary mathematics syllabuses. The analysis draws on the concept of educative curriculum materials that build teachers' subject matter knowledge and pedagogical content knowledge. Such resources are intended to help teachers…

In Ireland, Initial Teacher Education [ITE] standards require all teachers to possess an adequate level of numeracy themselves in order to teach for numeracy learning across the school curriculum. This paper reports on a study that investigated 204 pre-service post-primary teachers' numeracy capabilities. Analysis of questionnaire data from…

We report on an effort to vet a list of 10 student learning objectives (SLOs) for geometry courses taken by prospective geometry teachers. Members of a faculty online learning community, including mathematicians and mathematics educators who teach college geometry courses taken by prospective secondary teachers developed this list in an effort to…

Fraction proficiency continues to be a challenge for many learners of mathematics. Valid and reliable methods for assessing fraction understanding are critical tools in the pursuit of meeting this challenge. Written assessments have been widely used with K-12 students to assess fraction understanding, including units coordination. However, using…

National and state standards in the US have emphasized the importance of solving and posing word problems in students' mathematics learning for decades. Therefore, it is essential for prospective teachers (PTs) to have the mathematical knowledge necessary to teach these skills to their future students. Unfortunately, little research has…

Given the demand for anatomy instruction, it is imperative to understand the current cohort of anatomy teachers. This study aimed to delineate the demographic characteristics, academic backgrounds, and professional responsibilities of United States (U.S.) anatomy teachers. A survey was sent to teachers who were identified by their professional…

Extant research has demonstrated that problem-posing and problem-solving mutually affect one another. However, the exact nature and extent of this relationship requires a detailed elaboration. This is especially true when adidactical problem-posing arises within a problem-solving context. In this study, we analyze the scripting journey used by two…

One important aspect of teaching is reviewing tasks in preparation for instruction. The goal of the multicase study of four secondary teachers was to examine the interplay between their mathematical knowledge for teaching [MKT] and what they attend to when reviewing a mathematics task. We engaged secondary mathematics teachers in a…

In this paper, we extend our previous work on challenges teachers face when engaging with proportional reasoning contexts to investigate two contexts that included four problems for middle grades teachers to solve as well as eight student solutions. Analysis included coding for correct solving of the problem as well as making sense of and…

The Queensland Certificate of Education (QCE) system is Queensland's senior school qualification. To support the introduction of the system in 2019, existing senior syllabuses were redeveloped and a new senior assessment model was established, this included the implementation of a mandatory high-stakes assessment task, the Problem-solving and…

This paper examines the ways in which multilingual educators view the development of their own professional identity as teachers of reading and literacy. Teachers who themselves possess biliteracy knowledge and skills are well-positioned to leverage their own understandings of language and literacy to engage their students' development in making…

Higher-order thinking skills are of great importance for the welfare and development of a particular society since it depends on the quality of the decisions taken by individuals. Apart from families, teachers play a crucial role in equipping pupils with these skills such as critical, analytical, reflective or creative, but to do this, they should…

Mathematics teacher educators have suggested that preservice mathematics teachers' (PMTs') practices provide evidence of their Mathematical Knowledge for Teaching (MKT). In an effort to explore connections between MKT and PMTs' practices, we developed a framework that operationalizes Ball et al.'s (2008) six MKT domains in terms of approximations…

It has been suggested that integrating reasoning and proof in mathematics teaching requires a special type of teacher knowledge -- Mathematical Knowledge for Teaching Proof (MKT-P). Yet, several important questions about the nature of MKT-P remain open, specifically, whether MKTP is a type of knowledge specific to teachers, and whether MKT-P can…

In this paper we describe an educational proposal for prospective secondary school mathematics teachers in Mexico, whose aim was to contribute to the development of their didactic-mathematical knowledge about linear variation through mathematical tasks, the development of the competence of identifying primary mathematical objects and the…