This paper describes part of an international project considering graphical construction of antiderivative functions in the secondary mathematics classroom. We use Schoenfeld's resources, orientations, and goals (ROGs) framework to analyse the decisions made by a teacher, Adam, during a lesson on graphical antiderivatives. We present details…

How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? The question of how (and what) teachers learn lies at the crux of any effort to provide high-quality mathematics teaching for all students. This article reviews 106 articles written…

We have used letter writing as a means for preservice teachers (PSTs) to develop ability to design effective tasks, in terms of eliciting high levels of cognitive activity from students. Studies on student-dependent task analyses, by assessing the levels of cognitive demand indicated in students' responses, have demonstrated significant growth…

In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year professional learning programme. The instrument was designed to assess the aspects of teachers' knowledge identified by Shulman ("1987") refined by Ball et al. ("2008") and extended to include teachers' confidence to use…

In order to evaluate the effectiveness of an experimental elementary mathematics field experience course, we have designed a new assessment instrument. These video-based prediction assessments engage prospective teachers in a video analysis of a child solving mathematical tasks. The prospective teachers build a model of that child's mathematics…

Assumptions about the construction and the transmission of knowledge and about the nature of mathematics always underlie any teaching practice, even if often unconsciously. I examine the conjecture that theoretical tools suitably chosen can help the teacher to make such assumptions explicit and to support the teacher's reflection on his/her…

Most countries in Africa have introduced the use of local languages as the language of learning and teaching for the first few years of schooling. Meaning that for the first few years of learning, learners learn mathematics in their local languages. In response to this, most research has focused on the challenges of using local languages in…

Recently, there have been increased calls for enhancing preschool children's mathematics knowledge along with increasing calls for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional development program Starting Right: Mathematics in Preschools. Focusing on four episodes…

For early childhood, the domain of geometry and spatial reasoning is an important area of mathematics learning. Unfortunately, geometry and spatial thinking are often ignored or minimized in early education. We build a case for the importance of geometry and spatial thinking, review research on professional development for these teachers, and…

This is an intervention study that explored the effect of using video lesson analysis methodology (VLAM) on the ability of prospective middle/high school mathematics teachers to analyze mathematics teaching. The sample of the study consisted of 26 female prospective mathematics teachers enrolled in a methods course at the United Arab Emirates…

Actor-network theory is a way of describing and understanding the complexity of social change. This article explores its relevance to understanding teacher change in mathematics education by considering a single teacher change narrative. This is centred on a veteran teacher of mathematics who participated in a teacher led,…

This article deals with issues that are central to changed mathematics pedagogical practice. It engages general debates about teaching reflexivity and within that, more specific debates in relation to identity. It uses theoretical concepts derived from Lacanian psychoanalysis as a way of understanding what structures a teacher's narrative about…

In this review essay we critically examine issues raised by authors whose work is published in the two Special Issues of "JMTE" (Part 1, 13.5 and Part 2, 13.6) on Mathematics Teacher and Mathematics Teacher Educator Change--Insight through Theoretical Perspectives. While the authors have drawn on a wide range of theories and approaches, we have…

This article analyzes the experiences of prospective secondary mathematics teachers during a teaching methods course, offered prior to their student teaching, but involving actual teaching and reflexive analysis of this teaching. The study focuses on the pedagogical difficulties that arose during their teaching, in which prospective teachers…

A structured interview process is proffered as an effective means to advance prospective teachers' understandings of students as learners of mathematics, a key component of pedagogical content knowledge. The interview process is carried out in three phases with the primary objective of developing listening skills for accessing students'…