This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe…

The aim of this article is to explore how a sociopolitical analysis can contribute to a deeper understanding of critical aspects for becoming primary mathematics teachers' identities during teacher education. The question we ask is the following: How may power relations in university settings affect becoming mathematics teachers' subject…

Argues that the use of number sense can assist learners in their understanding of and calculating in mathematics. Reports on those aspects that were investigated with primary teachers' preservice teacher education students (N=6) at the commencement of a semester unit in mathematics education. Concludes that the students had at least a limited…

Describes an examination of arithmetic problem posing designed to examine the behaviors of 63 prospective elementary school teachers. Findings indicate that the test effectively evaluates arithmetic problem posing. Most subjects were able to pose solvable, complex problems. Performance improved when the task contained specific numerical…

Discusses a framework for assessing middle school students' thinking in conditional probability and independence. Establishes four levels of thinking from subjective to numerical reasoning for both constructs. Students (n=15) from grades 4-8 were interviewed. Profiles reveal that levels of probabilistic thinking were stable across the two…

Describes the types of problems young children generated in problem-posing situations as they worked, on a one-to-one basis, with a student teacher. Indicates that problem-posing actions of students can be nurtured by teachers' actions. (Author/KHR)

Reports on pre-service primary teacher education students' involvement in a number sense program that was a component of a mathematics education unit. Suggests that students develop and utilize multiple relationships among number, attempt to make sense of the mathematics investigated, and provide considered explanations for results achieved.…

Discusses the role and nature of pedagogic discourse. Suggests that teacher talk plays an important role in the learning of radically, ethnically, and linguistically diverse students. Examines the way a teacher uses her talk in teaching and how her 5th grade Latino students develop control over the mathematics discourse. (Author/KHR)

Presents the views and experiences of six girls in two co-educational mathematics classrooms in which computers were regularly used. Indicates a diversity of experiences and views and multiple gender identities. Discusses implications for social justice in mathematics in the age of the information super highway. (Author/KHR)

Reports on a study that examines the beliefs and attitudes of prospective primary school teachers with respect to the learning and teaching of mathematics. Concludes that some of these beliefs impede reform efforts. Contains 16 references. (DDR)

Interviews with (n=55) children and their teachers in years one, two, and three showed a closer association between knowledge of place value and levels of counting than between levels of counting and the ability to explain the counting sequence. (13 references) (MKR)

Describes the process through which four high-achieving second graders constructed their knowledge and misconceptions of rounding concepts gained from using computer-based practice sessions which provided full solutions to examples but without verbal explanations. (31 references) (MKR)

Investigation of the links between understanding of the numeration system and representations of the counting sequence 1-100 of (n=77) high-ability grades 5 and 6 children revealed three dimensions of external representation: pictorial, iconic, or notational characteristics. (44 references) (MKR)

Beliefs about mathematics teaching of (n=4) preservice elementary teachers who served as mentors of first-grade students were compared with beliefs of (n=103) students who were not involved in the project. The intervention group professed significantly stronger beliefs in a socio-constructivist instructional environment. (42 references)…

Case studies of (n=5) K-3 teachers found 3 levels of introspection in the teachers, rank-ordered by the degree to which children's thinking was utilized in their decision-making processes. (34 references) (Author/MKR)