Teaching mathematics requires a wide range of knowledge, including types of mathematical knowledge specialized to the work of teaching. Because specialized content knowledge is a form of professional knowledge, it is important to emphasize in professional preparation. In this paper, we present results comparing the performance of prospective and…

This paper explores the impact of the course "Teaching and Learning of Mathematics (Grades 7 and 8)" for the preparation of pre-service secondary mathematics teachers. It examines how pre-service teachers perceived mathematical problem solving and communicating mathematical knowledge before and after the course. The main objective of the…

Previous research has shown that adults from migrant backgrounds often have lower numeracy competence than do their majority counterparts, even though many were educated in their host country. Leaving secondary education with lower levels of numeracy competence than majority students potentially makes migrant students vulnerable as adults, as the…

This paper presents issues related to the use of technology by secondary school pre-service mathematics teachers engaged in open mathematical modelling projects. Pre-service teachers developed these projects within a regular mathematics education course during the teacher education program at the university concerned. This environment, called a…

Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional…

One important goal of teacher education has been to improve pre-service teachers' understanding of the connection between real-life events and mathematics. Toward this goal, we designed two mathematics teacher education courses based on the Models-and-Modeling Perspective. This study presents a three-tier modeling investigation of (a) pre-service…

Identity research in mathematics education has become increasingly prominent over the past two decades. In the last few years, there have been several reviews of identity literature in the field of mathematics education generally, or specifically focused on mathematics learner identities or mathematics teacher identity. We begin our paper by…

A vast body of research has shown that teacher identity matters, be it in mathematics or in any other subject. The means of investigating teacher identity greatly determine the knowledge we have; however, no review of the methodological approaches into this topic has yet been conducted. This paper provides an overview of the methodological…

The ability to offer constructive feedback to students concerning their errors is an indispensable requirement for mathematics teachers, for the purpose of providing cognitively challenging learning opportunities. However, if they are to react adequately, teachers need to identify student errors immediately. The fast perception of student errors…

This research was conducted during an online continuing education course for mathematics teachers, whose core focus was modeling and applications. We studied the interactions of one group of two teachers, who worked collectively in posing and solving a modeling problem through a closed group on the social network Facebook. The research question…

Formative assessment has been identified as a promising intervention to support students' learning. How to successfully implement this means of assessment, however, is still an open issue. This study contributes to the implementation of formative assessment by analyzing the impact of a training measure on teachers' formative feedback practice,…

Research in mathematics education has investigated teachers' professional knowledge in depth, comprising two different approaches: a cognitive and a situated perspective. Linking these two perspectives leads to addressing situation-specific skills such as perception, interpretation and decision-making, indicative of revealing a teacher's knowledge…

Three MOOCs for Educators (MOOC-Eds) were designed for mathematics and statistics teachers based on principles of effective online professional development that include: self-directed learning, learning from multiple voices, job-connected learning, and peer-supported learning (Kleiman et al., in: Kim (ed) Massive Open Online Courses: the MOOC…

Blended learning, which combines face-to-face workshops with self-directed online learning, is becoming a good alternative in designing and deploying professional development programs. The online component adapts to teachers' time constraints, requires fewer trained professionals for its implementation, and enhances participants' opportunities to…

This paper addresses the integrated use of the arts and digital technology in mathematics education--specifically involving aspects of preservice teachers' mathematical activity while engaging in music production, in pedagogic scenarios conceived of as aesthetic mathematical experiences (AMEs). Theoretically, the research evokes notions such as…