There has been a lot of media attention about 'out-of-field' teaching, but much of it does not capture the complexities of the term or account for the range of knowledge, experience, and attitudes relevant for teaching mathematics in the middle years. In this paper we report on a survey conducted to better understand the diversity of the…

This study seeks to demonstrate how knowledge and authority are linked for preservice mathematic teachers and how this link may pose a challenge for teaching mathematics for social justice. A CDA of multiple preservice class discussions is presented. [For the complete proceedings, see ED630210.]

We investigate definitions and approaches that preservice secondary mathematics teachers develop about teaching mathematics for social justice while participating in an equity-based, anti-racist professional development program. We analyzed transcripts from seminar sessions of the program where participants discussed different forms of teaching…

This study examined the impact of COVID-19 on the beliefs of high school mathematics teachers in Pakistan regarding the use of digital resources. Participants were six mathematics teachers from both private and government schools with varying years of teaching experience. The responses indicate that despite facing issues, teachers' beliefs have…

E-assessment systems such as Numbas are now widespread in mathematics education at the primary, secondary, and tertiary level. However, little is known about the affordances and constraints of Numbas in mathematics teacher education. The purpose of this study is to investigate the emergence, perception, and actualisation of Numbas affordances and…

Participation structures are important in relation to who gets equitable access to mathematics within classrooms premised on co-construction of mathematical reasoning. This paper takes a strength-based focus to explore how two teachers extended their Pasifika students' known repertoires of practice to encompass others, which supported them to…

Research on LTs remains a central topic in mathematics education. In this plenary paper, I argue that LT-based research needs a hard re-set if it is to play a role in creating more equitable and anti-oppressive experiences for historically marginalized students. I begin with an overview of LT-based research presented during PME-NA plenary…

This paper focuses on using sociocultural theory to support a context-based approach to teaching mathematics. A goal of the research was to explore the opportunities-to-learn of using a context-based approach to enrich student engagement with mathematics. This paper focuses on the practice of one female secondary school teacher as expressed…

This paper focuses on the time teachers take to adapt to a student-centred inquiry approach to teaching mathematics, the nature of those changes and the reasons for variations in both these aspects among teachers within and across schools. Five numeracy experts, who worked with 200 Foundation to Year 2 teachers to facilitate the implementation of…

The research study examined the ways participants analyzed students' mathematical thinking in a massive online open course focused on teaching mathematics with technology. Across units, participants' posts showed increased attention to student thinking and less focus on issues related to technology. [For the complete proceedings, see ED606531.]

We report on an initial analysis of survey data that was generated through a collaboration between the schools of Education and Information Technology in exploring pathways through which future teachers could envision mathematics as engaging and creative subject, while also enhancing their awareness of, and skills in, using digital technologies in…

Mediated Field Experiences (MFEs) provide teacher candidates (TCs) structured opportunities to unpack and enact core teaching practices, gain mathematics content and pedagogical knowledge, and reflect critically on mathematics teaching and learning. In this paper we present findings from a multi-institutional descriptive pilot study that…

This study examines preservice teachers' conceptions of teaching mathematics using a social justice lens. Situated at a large, public, predominantly white institution in the southeast United States, where PSTs are not required to take a course on teaching diverse populations, participants were asked to respond to questions surrounding their…

Language and communication are a core aspect of teaching and learning in mathematics, and teacher dialogue is central to this. As part of a larger project that explores how mathematics classroom language is impacted by standardised testing, this paper explores how two teachers use language in "redirecting," "progressing," and…

Research suggests that preservice teachers enter teacher education with predominantly negative dispositions towards mathematics. We present a case study of an approach to supporting the development of positive mathematics teaching identities among students in a middle-level math methods course. Our findings suggest that engaging in narrative…