This paper presents the findings of a study that examined the preparation and teaching practice of ten teachers of grades 7-12 from the Shandong province in China. This study revealed that a multi-dimensional training system has been developed to help the teachers gradually build up their knowledge base for teaching. The findings of this study…

The purpose of this study was to investigate the relationship between instructional design and classroom discourse as implemented by a mathematics teacher. The instructional design in this study distinguished three different types of discussions--framing, conceptual, and application--based on their sequential position, their purpose, the…

The purpose of this study was to investigate prospective mathematics teachers' knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers' knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions…

Teaching for social justice in the mathematics classroom requires discernment between what "should" be done to ensure accountability to the practices of the discipline and what "could" be done to promote awareness of how those practices may be used to afford equity and access within the classroom. One approach to teaching and learning that may be…

Using the work of teaching as a central resource, practice-based approaches to teacher professional development attempt to coordinate and link different facets of teacher knowledge to each other and to the settings in which the knowledge is used. Advocates for practice-based professional development argue that learning experiences that are highly…