This study examines pre-service teachers' (PSTs') views of tasks that engage students in mathematical argumentation. Data were collected in two different mathematics courses for elementary school education majors (n = 51 total PSTs). Analyzed were (a) written journals in which PSTs defined tasks that promote student engagement in argumentation,…

This study aims to examine the change in intentions and views about the integration, mathematics teaching self-efficacy, and mathematical literacy self-efficacy after an online education about mathematics and children's literature to pre-service pre-school, primary school, and elementary mathematics teachers. The research participants consisted of…

Research in mathematics education has overlooked creativity in mathematics, partially because of a lack of an accepted definition of mathematical creativity. The present study investigates elementary pre-service teachers' (PSTs') conceptions of creativity in teaching and learning mathematics. Data were collected using observations and…

International comparisons of student achievement in mathematics and their attitudes towards, confidence with and anxiety to mathematics have a long history. Likewise, detailed international comparisons of teacher education programs have also been conducted. However, the relationship between the teacher education programs and teacher anxiety for…

Mathematical modeling is a high-leverage topic, critical STEM education and civic engagement. This study investigates culturally responsive, school and community-based approaches that support mathematical modeling with elementary students. Specifically, we analyzed two modeling lessons in one fifth grade classroom, with a focus on how students…

Many primary pre-service teachers (PSTs) who are enthused by tertiary courses that espouse and model a socio-constructivist approach to teaching mathematics, revert to a traditional approach when they encounter mathematics teaching during professional experience. An intervention was designed to translate the initial pedagogical intent of four…

This study investigates how 20 prospective elementary teachers make connections among children's multiple mathematical knowledge bases in their thinking about assessing children's understanding of fractions. The researcher facilitated concept-mapping tasks to examine the ways the prospective teachers linked concepts related to children's lives and…

Mathematics anxiety affects primary pre-service teachers' engagement with and future teaching of mathematics. The study aimed to assess the level and range of mathematics anxiety in first year pre-service teachers entering their teacher education course, and to investigate the sources of this anxiety as perceived and identified by them. Data…

Through a theoretical framework emphasizing the importance of fidelity of implementation (FOI), this paper explores how 3rd and 4th grade teachers implemented an early algebra intervention, and the extent to which the FOI related to student learning. The data for this report are taken from the first two years of an experimental research project.…

Despite the Ministry of Education Statement of Intent 2014-2018 that the performance of the education system for priority students--Maori, Pasifika, students with special education needs and students from low socio-economic areas needs to improve rapidly these groups remain a concern in the New Zealand Education System. This article explores what…

The learning and teaching of mathematics are key elements for primary school teachers, and various approaches for teaching mathematics to pre-service teachers are evident in mathematics education. This paper reports on a project to develop a critical approach to using mathematical subject knowledge in choosing learning examples and examines data…

One of the fundamental practices identified in Next Generation Science Standards (NGSS) is argumentation, which has been researched in P-12 science education for the previous two decades but has yet to be studied within the context of P-12 engineering education. This research explores how elementary and middle school science teachers incorporated…

Mathematical competence of teachers continues to be an issue of great interest to mathematics educators within tertiary institutions and it is often thought of simultaneously with the notion of mathematics anxiety. While there has been considerable recent research into the latter, no clear conclusions have been able to be drawn about many aspects…

This study explores the hypothesis that experience with children's mathematical thinking facilitates the development of teachers' professional knowledge. Multilevel models of a data set representative of US public institutions preparing K-6 teachers from the Teacher Education and Development Survey in Mathematics (Brese & Tatto, 2012)…

Teachers play a crucial role in the mathematical learning outcomes of their students. The quality of teachers' mathematical knowledge has been of interest to key stakeholders and several lines of inquiry have been running in an effort to better understand the kinds of knowledge that mathematics teachers need to acquire and use to drive their…