Since 2016, Park School in Denmark has consistently used Japanese lesson study as an approach to the professional development of its mathematics teachers. The school has moved beyond the initial adaptation of lesson study, and no longer includes external support. In this article, I investigate how three groups of teachers participated in the…

The implementation of large-scale intervention and development projects is often problematic, and the impacts of such projects usually fall somewhat short of what was expected. Additionally, the rationalities of intervention projects are not carried over into classroom teaching as directly as expected. This problem is generally known, but…

This study aims to explore teacher noticing differences of the sampled US and Chinese elementary teachers from cross-cultural mathematics videos. A total of 34 expert teachers commented on 25 video clips online. We coded what and how teachers noticed from the videos both quantitatively and qualitatively. Findings reveal teachers' strong interests…

In this paper, we analyse a grade 8 (age 13-14) Japanese problem-solving lesson involving angles associated with parallel lines, taught by a highly regarded, expert Japanese mathematics teacher. The focus of our observation was on how the teacher used carefully planned board work to support a rich and extensive plenary discussion (neriage) in…

The measures of mathematical knowledge for teaching developed at the University of Michigan in the U.S., have been adapted and used in studies measuring teacher knowledge in several countries around the world. In the adaptation, many of these studies relied on comparisons of item parameters and none of them considered a comparison of raw data. In…

Professional development (PD) for mathematics teachers in China, especially in Shanghai, has received growing international attention. However, most of available research concerning Chinese PD has focused on successful practices, and far too little attention has been paid to less successfully organized PD practices, particularly for mathematics…

The EU-funded project "Supporting Mathematics and Science Teachers in Addressing Diversity and Promoting Fundamental Values" (MaSDiV) (2017-2020) promoted inquiry-based learning as a pedagogy that supports diverse and multicultural classrooms. This project included the design of a professional development (PD) programme for teachers.…

Facilitators of professional development (PD) for mathematics teachers currently gain increasing attention, as their practices are crucial for the success of spreading mathematics educational ideas and innovations into schools and strengthening the professional expertise of teachers. So far, mainly two components of facilitation have been…

This qualitative survey study set out to investigate in-service and pre-service primary school teachers' perceived barriers to and enablers for the integration of children's literature in mathematics teaching and learning in an Australian educational context. While research over the past three decades have documented pedagogical benefits of…

This research investigates how a lesson study (LS) on designing and implementing challenging tasks impacts Vietnamese high school mathematics teacher knowledge and beliefs. Its contribution highlights cultural considerations when adopting LS to the forefront to contextualize the impacts. The results show that the teachers developed their…

Often, mathematics teachers do not incorporate whole-class discourse of students' various ideas and solution methods into their teaching practice. Particularly complex is the in-the-moment decision-making that is necessary to build on students' thinking and develop their collective construction of mathematics. This study explores the…

Pedagogical beliefs are a critical factor in terms of integrating technology into teaching, but very few technology acceptance models (TAMs) have considered them. Hence, this study aims to extend the TAM by incorporating pre-service teachers' conception of teaching and learning. The revised model examined the influence of pre-service mathematics…

"Kyouzaikenkyuu" (translated as "instructional materials research") is said to be a crucial part of successful Japanese lesson study. "Kyouzaikenkyuu" is described as the planning portion of the research lesson during lesson study. "Kyouzaikenkyuu" is also said to be done on a daily basis by Japanese…

In this paper, we report an enquiry into elementary preservice teachers' learning, as they engage in doing mathematics for themselves. As a group of researchers working in elementary Initial Teacher Education in English universities, we co-planned and taught sessions on growing pattern generalisation. Following the sessions, interviews of fifteen…

In this study, we address the issue of mathematics teachers' personal and professional responsiveness to changing circumstances, such as the shift in external demands made on teacher practice due to the COVID-19 pandemic. For investigating a such delicate issue, we take a theoretical approach, which is quite novel in the field of mathematics…