In this mixed-methods study, the effect of training teacher-researchers in a collaborative research environment is examined for a cohort of teachers enrolled in a Math and Science Partnership (MSP) master's degree program. The teachers describe changes in their research views and in their application of research in practice, and detail the…

In this study, we investigated elementary student teachers' scientific habits of mind for a series of socioscientific issues, and compared their views with respect to academic performance and type of programme. The sample consisted of 1,600 student teachers from science education, mathematics education, primary teacher education and social…

This study used phenomenography, a qualitative method, to investigate Taiwanese mathematics teachers' conceptions of school mathematics, school statistics, and their differences. To collect data, we interviewed five mathematics teachers by open questions. They also responded to statements drawn on mathematical/statistical conceptions and…

Our study was enacted in university mathematics education classes in the USA with preservice teachers (PSTs). This research focused on PSTs' interview responses that were used to assess their understanding of balance when challenged with tasks involving virtual manipulatives. Siegler's rules were used in analyzing PSTs' responses to…

The "Teacher Education and Development Study in Mathematics" assessed the knowledge of primary and lower-secondary teachers at the end of their training. The large-scale assessment represented the common denominator of what constitutes mathematics content knowledge and mathematics pedagogical content knowledge in the 16 participating…

Innovative programs for restructuring the entry phase of mathematics teacher education programs have been implemented at various German universities within the last few years. This article reports about the design and the results of a longitudinal evaluation study of the effectiveness of two of these programs aiming to improve mathematics teacher…

This study used the data set from the Teacher Education and Development Study in Mathematics to identify the profiles of opportunities to learn (OTL) regarding topics studied in teacher preparation programs by future secondary mathematics teachers from 15 participating countries. The topics of inquiry covered tertiary-level mathematics,…

The aim of the research was to compare espoused beliefs about teaching and learning and reported practices for the teachers of mathematics in Latvia. The sample consisted of 390 teachers of mathematics from different regions of Latvia. The present research is a part of an international comparative research within the NorBa project (Nordic-Baltic…

Science as inquiry and mathematics as problem solving are conjoined fraternal twins attached by their similarities but with distinct differences. Inquiry and problem solving are promoted in contemporary science and mathematics education reforms as a critical attribute of the nature of disciplines, teaching methods, and learning outcomes involving…

The problem of culturally decontextualised mathematics education faced by Nepali students, teachers and teacher educators has often been oriented by the view of the nature of "mathematics as a body of pure knowledge," which gives rise to an exclusive emphasis on an ideology of singularity, epistemology of objectivism, language of universality and…

It is widely held that context is important in teaching mathematics and statistics. Consideration of context is central to statistical thinking, and any teaching of statistics must incorporate this aspect. Indeed, it has been advocated that real-world data sets can motivate the learning of statistical principles. It is not, however, a…

In this paper, we analyze 2 lessons by 1 teacher that took place during a lesson study (LS) cycle for a team of elementary mathematics teachers. We analyze the data on 2 levels: macro-level analysis, dealing with lesson structure and setting; and micro-level analysis, zooming in on mathematical tasks and the quality of whole-class discussion. We…

In this report, we adapt and extend a methodology for documenting the collective production of meaning in a classroom community. A cornerstone of the methodological approach that we develop is a close examination of classroom discourse. Our efforts to analyze the collective production of meaning by examining classroom interaction are compatible…

Students' concerns about mathematics can significantly affect their ability to learn the subject. In particular, their anxieties and attitudes can greatly affect how they perceive their own mathematical competence, and in return, this may make them reluctant to pursue mathematical studies. Many researchers believe in the role of active learning…

We report on the work of 3 schools which set out to make a difference for their previously low-attaining students. Through naturalistic enquiry over 3 years, we built a picture of their practices. Against a national trend, students reported positive attitudes to mathematics and, in 2 out of 3 schools, showed improvement in attainment, so we probe…