This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered…

This article presents the extended workshop, a national professional development programme that was used in the preparatory stages of the introduction of a new mathematics curriculum for basic education (grades 1-9) in Portugal. These workshops are based on five major ideas-orientation towards practice, focus on students' learning, collaboration,…

Although potentially powerful for educators, the construct of teacher reflection has become diluted, rendering teacher engagement with meaningful reflection problematic. This article presents a theoretical framework that divides teacher reflection into two broad categories. The first and most common "incident reflection" occurs as specific…

The technological revolution that has finally permeated K-12 education has direct implications for modern teacher educators whose "Hippocratic oath" is to best prepare future teachers for twenty-first-century classrooms. The goal of this article is to suggest that the heart of sound technological implementation is to encourage students to use…

In this paper, we describe a one-day professional development activity for mathematics teachers that promoted the use of comparison as an instructional tool to develop students' flexibility in algebra. Effective use of comparison in mathematics instruction involves using side-by-side presentation of problems and solution methods and subsequent…

Teacher learning through professional development is a complex process and is not yet well understood. Some features of professional development programs are known to be important, such as a focus on learner needs, design of and reflection on classroom artefacts, and the creation and sustaining of communities of support for teacher professional…

In this article, we describe a framework and instrument for measuring the mathematical quality of mathematics instruction. In describing this framework, we argue for the separation of the "mathematical quality of instruction" (MQI), such as the absence of mathematical errors and the presence of sound mathematical reasoning, from pedagogical…

One danger of integrating inquiry-based problem-solving activities into mathematics lessons is that different strategies could be accepted without in-depth discussions on the cogency and efficiency of the strategies. To overcome this issue, Japanese teachers typically go through a series of lesson-study-based teacher learning sessions and learn…

Two collegiate mathematics courses for prospective elementary and middle grades teachers provide the context for the examination of Mary Boole's construct of teacher lust. Through the use of classroom observations and instructor interviews, the author presents a refined conception of teacher lust. Two working aspects of the construct were…

The current push to marry off mathematics with social justice compels one to ask such critical questions as "What is social justice?" and "How does (or can) mathematics look and act when viewed in/through the lenses of social justice?" Taking a critically reflective approach, this article draws the reader into a discussion of what is amiss in the…

In this article, we propose that guiding teachers to examine the regulative/discursive norms of school mathematics with tools derived from social semiotics can serve two related goals: (1) to deconstruct the "math is math period!" disposition in prospective teachers by promoting their critical understanding of the symbolic domination work they…

Professional development comes in many forms, some of which are deemed more useful than others. However, when groups of teachers are excluded, or exclude themselves, from professional development opportunities, then there is an issue of social justice. This article examines the experiences of a group of teachers from a Maori-medium school who…

This article focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. A relational approach to social justice calls for giving attention to enacting socially just relationships in mathematics classrooms. Emotionality and social justice in…

For more than 20 years, belief research has been based on the premise that teachers' beliefs may serve as an explanatory principle for classroom practice. This is a highly individual perspective on belief-practice relationships, one that does not seem to have been influenced by the increasingly social emphases in other parts of mathematics…

This article reports challenges faced by prospective elementary teachers as they revisited whole number multiplication through a sequence of tasks that required them to develop and justify reasoning strategies for multiplication. Classroom episodes and student work are used both to illustrate these challenges, as well as to demonstrate growth over…