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Sánchez-Matamoros, Gloria; Fernández, Ceneida; Llinares, Salvador – Educational Studies in Mathematics, 2019

This study explores relationships among prospective secondary teachers' skills of attending to relevant mathematics elements in students' answers, interpreting students' mathematical understanding, and proposing instructional actions. Thirty prospective secondary mathematics teachers analyzed three high school students' answers to three problems…

Descriptors: Mathematics Instruction, Teaching Methods, Teacher Education Programs, High School Students

Iori, Maura – Educational Studies in Mathematics, 2018

While many semiotic and cognitive studies on learning mathematics have focused primarily on students, this study focuses mainly on teachers, by seeking to bring to light their awareness of the semiotic and cognitive aspects of learning mathematics. The aim is to highlight the degree of awareness that teachers show about: (1) the distinction…

Descriptors: Mathematics Teachers, Mathematics Instruction, Mixed Methods Research, Semiotics

Paoletti, Teo; Krupnik, Victoria; Papadopoulos, Dimitrios; Olsen, Joseph; Fukawa-Connelly, Tim; Weber, Keith – Educational Studies in Mathematics, 2018

We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies…

Descriptors: Mathematics Instruction, Course Content, College Mathematics, College Faculty

Tabach, Michal; Schwarz, Baruch B. – Educational Studies in Mathematics, 2018

Collaborative work in small groups is often a suitable context for yielding substantial individual learning outcomes. Indeed, small-group collaboration has recently become an educational goal rather than a means. Yet, this goal is difficult to attain, and students must be taught how to learn together. In this paper, we focus on how to prepare…

Descriptors: Faculty Development, Cooperative Learning, Small Group Instruction, Teacher Competencies

Louie, Nicole L. – Educational Studies in Mathematics, 2018

This paper responds to the burgeoning literature on mathematics teacher noticing, arguing that its cognitive orientation misses the cultural and ideological dimensions of what and how teachers notice. The author highlights Goodwin's concept of "professional vision" as a way of bringing analyses of culture and power into studies of…

Descriptors: Mathematics Teachers, Mathematics Instruction, Teaching Methods, Perception

Venkat, Hamsa; Askew, Mike – Educational Studies in Mathematics, 2018

In this paper, we present and discuss a framework for considering the quality of primary teachers' mediating of primary mathematics within instruction. The "mediating primary mathematics" framework is located in a sociocultural view of instruction as mediational, with mathematical goals focused on structure and generality. It focuses on…

Descriptors: Mathematics Instruction, Elementary School Mathematics, Mathematical Concepts, Models

Heyd-Metzuyanim, Einat; Munter, Charles; Greeno, James – Educational Studies in Mathematics, 2018

We examine the case of a lesson planning session within the context of professional development for dialogic instruction, and the lesson enacted following this session, which was intended to provide opportunities to 11th and 12th grade algebra students to explore polynomial functions in terms of their roots and linear factors. Our goal was,…

Descriptors: Faculty Development, Mathematics Instruction, Secondary School Mathematics, Teaching Methods

Lin, Fou-Lai; Yang, Kai-Lin; Hsu, Hui-Yu; Chen, Jian-Cheng – Educational Studies in Mathematics, 2018

This study explored the perspectives of mathematics teacher educator-researchers (MTE-Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the theory-centered scholarship triangle (Silver & Herbst, 2007) to probe the underlying meanings of perspectives on theory use expressed by MTE-Rs. Qualitative analysis…

Descriptors: Teacher Educators, Teacher Researchers, Mathematics Teachers, Teacher Improvement

Zengin, Yilmaz – Educational Studies in Mathematics, 2018

The purpose of this study was to explore how university students construct the relationship between the concepts of differential and derivative with the integration of GeoGebra and the ACODESA method. The participants in this study were 33 pre-service mathematics teachers. An open-ended questionnaire, knowledge test, tasks, and participants'…

Descriptors: Mathematics Instruction, Mathematical Concepts, Correlation, Preservice Teachers

Sarouphim, Ketty M.; Chartouny, Madona – Educational Studies in Mathematics, 2017

The purpose of this study was to investigate gender differences in students' mathematics achievement and in their attitudes toward mathematics. Another purpose was to examine mathematics teachers' beliefs and their perceptions of their male and female students' ability. The sample consisted of 692 students (353 girls, 339 boys) between the ages of…

Descriptors: Foreign Countries, Mathematics, Mathematics Education, Mathematics Instruction

Kaiser, Gabriele; Blömeke, Sigrid; König, Johannes; Busse, Andreas; Döhrmann, Martina; Hoth, Jessica – Educational Studies in Mathematics, 2017

Recent research on the professional competencies of mathematics teachers, which has been carried out during the last decade, is characterized by different theoretical approaches on the conceptualization and evaluation of teachers' professional competencies, namely cognitive versus situated approaches. Building on the international IEA Teacher…

Descriptors: Mathematics Teachers, Teacher Competencies, Teacher Attitudes, Evaluation Methods

Stouraitis, Konstantinos; Potari, Despina; Skott, Jeppe – Educational Studies in Mathematics, 2017

The study reported in this paper concerns the tensions and conflicts that teachers experience while they enact a new set of reform-oriented curricular materials into their classrooms. Our focus is ?n the interactions developed in two groups of teachers in two schools for a period of a school year. We use Activity Theory to study emerging…

Descriptors: Mathematics Instruction, Teaching Experience, Mathematics Teachers, Teaching Methods

Foster, Colin; Inglis, Matthew – Educational Studies in Mathematics, 2017

Curricular implementations are unlikely to deliver the anticipated benefits for mathematics learners if written guidance to teachers is interpreted and enacted differently from the ways that policymakers and curriculum designers intend. One way in which this could happen is in relation to the mathematics tasks that teachers deploy in the…

Descriptors: Mathematics Instruction, Mathematics Teachers, Mathematics, Foreign Countries

Pepin, Birgit; Xu, Binyan; Trouche, Luc; Wang, Chongyang – Educational Studies in Mathematics, 2017

In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics "expert" teachers. Exploiting the Western and Eastern literature we examine the notion of "mathematics teaching expertise", as…

Descriptors: Mathematics Instruction, Mathematics Teachers, Expertise, Interviews

Cueto, Santiago; León, Juan; Sorto, M. Alejandra; Miranda, Alejandra – Educational Studies in Mathematics, 2017

After improving enrolment rates significantly, many developing countries such as Peru are facing the challenge to increase learning levels among students. Over the past few years, many researchers have turned to teacher-related variables as a way to better understand classroom processes that may help increase learning levels among students. In…

Descriptors: Foreign Countries, Pedagogical Content Knowledge, Teacher Competencies, Mathematics Teachers