The knowledge that mathematics teacher educators need has attracted limited but increasing attention in recent years. The papers in this special issue build on emerging themes from that work and raise additional questions that contribute towards a future research agenda in the field. Several of the articles develop conceptualisations of teacher…

This paper reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The project was funded by the Australian Learning and Teaching Council. Rasch measurement techniques were…

This paper reviews recent literature on teacher identity in order to propose an operational framework that can be used to investigate the formation and development of numeracy teacher identities. The proposed framework is based on Van Zoest and Bohl's (2005) framework for mathematics teacher identity with a focus on those characteristics thought…

In Australia, concerns about the quality of mathematics education that students experience are particularly salient in rural schools. These schools typically report great difficulty in attracting and retaining qualified teachers of mathematics. Teachers in non-metropolitan locations may also experience professional isolation if they have limited…

For many years, education researchers excited by the potential for digital technologies to transform mathematics teaching and learning have predicted that these technologies would become rapidly integrated into every level of education. However, recent international research shows that technology still plays a marginal role in mathematics…

This paper describes the actions of one secondary school mathematics teacher in establishing a community of mathematical practice within which students acquire not only knowledge and skills, but also the epistemological values of mathematics. Classroom observations over a period of 18 months, together with interview and questionnaire data, are…

This paper addresses the evidence that secondary school students use to imply that they understand something in mathematics. As part of a larger study, an open-ended questionnaire probing several aspects of metacognitive self-knowledge, was administered to students (N=72) in four schools. Two previously identified types of understanding were…