This study employed a qualitative research design to describe and analyze self-regulation processes (monitoring and control) of the novice middle school mathematics teachers in terms of teaching activities. The participants consisted of six mathematics teachers with five or less years of teaching experience. The data of the study were mainly…

Teacher knowledge is particularly important in middle school mathematics to enhance the meaningful transition from arithmetic to algebra. Developing a solid understanding of algebra requires teachers to unpack the meaning underlying the basic concepts, make clear and explicit distinctions among concepts, and facilitate students to connect these…