Most countries in Africa have introduced the use of local languages as the language of learning and teaching for the first few years of schooling. Meaning that for the first few years of learning, learners learn mathematics in their local languages. In response to this, most research has focused on the challenges of using local languages in…

This article examines a model of professional development called "video clubs" in which teachers watch and discuss excerpts of videos from their classrooms. We investigate how participation in a video club influences teachers' thinking and practice by exploring three related contexts: (a) teachers' comments during video-club meetings, (b)…

We consider what a concern for social justice in terms of social inclusion might mean for teacher education, both practising and prospective, with particular reference to the use of information and communication technology (ICT) in mathematics education taking place at a borderland school. Our discussion proceeds through the following steps: (1)…

Improving mathematics education in the United States has taken many forms. Our work has focused on two aspects: the content knowledge of teachers and a well-articulated coherent curriculum. Our aim was teacher "capacity building" that is enabling teachers to teach to coherent and significant mathematical curricular goals and describe the…

Presents a case study of a secondary school mathematics internship in which most of the elements of the internship ecology were aligned with National Council of Teachers of Mathematics (NCTM) calls for reform. Findings showed that within this atmosphere, the reform curricular materials being used in the classroom had a strong and largely positive…

Explores elementary school teachers' beliefs, practices, and factors that influence the way teachers adapt mathematics reform rhetoric when trying to adopt it. Investigates beliefs beyond mathematics that influence teachers' decisions and choices for teaching mathematics. Discusses the issue of equity in mathematics teaching as one emerging…

Contrasts four elementary teachers who were graduates of a teacher education program that incorporated a reform-based mathematics methods course. Suggests that there were several factors that influenced the teachers' conceptions and the choices they made in their teaching. Factors included personal commitment, professional strength, curriculum,…

Presents an account of one teacher's mathematics teaching and the perspective that underlies it. Contributes two important aspects of mathematics teacher development from traditional to reform-oriented teaching. Describes teachers' perspectives: assimilatory structures that constrain and afford (a) the sense they make of professional development…