Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic…

Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs' practices, we operationalized six MKT subdomains in terms of approximations…

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…

Results of international comparison studies show substantially better mathematics performance of the investigated Asian than European students from the early years on. A Taiwanese-German Research Program (TaiGer) engages in exploring differences and similarities in the educational system, in teachers' knowledge and beliefs and in teaching or…

The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators' knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators' own knowledge of and their instructional emphasis with…

The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers…

Recognising teachers' knowledge as one of the main factors influencing their practices and student learning, we aim to contribute to obtaining a better and deeper understanding of the specificities of teachers' mathematical knowledge. A case study involving one 8th-grade Chilean mathematics teacher is presented in the context of rational numbers.…

Preservice teachers (PSTs) must be able to link content, effective teaching practices, and student learning; thus, it is critical for teacher educators to emphasize connections between research and practice in methods courses. Reflection plays an important role in this process. In this article, the authors discuss and illustrate a vignette…

This article explores the potential for aspects of abstract algebra to be influential for the teaching of school algebra (and early algebra). Using national standards for analysis, four primary areas common in school mathematics--and their progression across elementary, middle, and secondary mathematics--where teaching may be transformed by…

In the buzzing activity of the mathematics classroom, teaching in a way that effectively responds to and furthers students' thinking can be quite challenging. Given that teachers' instructional decisions will directly influence students' learning, it is extremely important to develop the sorts of practices that lead to productive in-the-moment…

The study explored the curriculum guidelines and primary school teachers' conceptions and practices of the Multiple Solutions Approach (MSA) in teaching mathematics using basic qualitative research design. Informal conversation interviews (ICIs), observations, video and document analyses were used to collect data. Participants included a purposive…

A common critique of teacher education centres on the gap between coursework and schools, with ample evidence that novice teachers seldom bring ambitious forms of instruction into classroom placements. We describe a 6-year design experiment conducted in a university teacher education program secondary mathematics methods course focused squarely on…

This study reports on results from the Early Mathematics Beliefs and Confidence Survey, administered to 346 preschool teachers in a large public school system in the Midwest. Survey results depict a much more positive view of teachers' beliefs and confidence in early math teaching than previously reported. Results also suggest that teacher…

With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy (ML), most teacher…

Much of the work on teacher knowledge suggests that content knowledge shapes pedagogical content knowledge, and in fact is primary in the relationship between the two forms of knowledge. In this paper we challenge this view, arguing from a situated perspective on knowledge and learning, that pedagogical content knowledge strongly shapes content…