We explore the responses of 26 prospective elementary-school teachers to the claim "1/6.5 is not a fraction" asserted by a hypothetical classroom student. The data comprise scripted dialogues that depict how the participants envisioned a classroom discussion of this claim to evolve, as well as an accompanying commentary where they…

The increased numbers of emergent bilinguals (EBs) in mainstream classrooms demand that teachers employ high leverage practices for all students. One powerful teaching practice that holds promise for supporting all students is formative assessment. However, little attention has been given to the connection between teachers' assessment expertise,…

In this article, the author describes how to help develop students' conceptual understanding of fractions through the tactical card-based game Nearest to One. Nearest to One promotes number-sense based strategies for comparing fractions, such as benchmarking (e.g., Is the fraction greater or less than one-half?) and building to the next whole,…

The aim of this paper is to investigate and compare lessons given in primary school teacher education in Japan, Finland and Sweden. We analyse one lesson from each country and compare them using a common framework. Chevallard's anthropological theory of the didactic (ATD) is used to frame this analysis and in particular to model teacher educators'…

This study used a mixed-methods design to examine teachers' responses to professional learning on mathematics differentiation. Grade 3 classroom teachers (N = 28) attended four 2-h professional learning sessions and an additional 2 h individually on differentiation and completed pre- and post-surveys with quantitative and short response items…

The problem addressed in this study was that teachers are struggling to support the instructional needs of at-risk students Grades 3-5 in mathematics in a Southern state. The purpose of this basic qualitative study was to explore the perspectives of Grades 3-5 teachers of the instructional supports, approaches, and recommendations to support the…

Studies have demonstrated that task-evoked pupillary responses (TEPRs) can be adopted to measure the examinee's cognitive load. This study compared three approaches for the measurement of TEPRs, mean pupil diameter, mean pupil dilation, and mean percentage of pupil dilation, to determine the best-fit measuring method. The valid participants of…

This study investigated the sustainability effects of the schema-based instruction (SBI) program and corresponding PD on the instructional practices of two cohorts of teachers (i.e., SBI experienced-teacher implementers and SBI novice-teacher implementers) and on students' ability to reason with proportions and overall mathematics performance. SBI…

The purpose of this study was to compare two simulated classrooms (virtual vs physical) in terms of how they affect pre-service teachers' perceptions and noticing ability. A total of 57 pre-service elementary school teachers participated in this study (28 in virtual Cartoon Classroom and 29 in physical Bear Classroom). The results were mixed. In…

One hundred and eighty ethnic minority students studying in Hong Kong mainstream schools were found to value "knowledge," "activities," "practice," "product," "inquiry," "process," "feedback," and "technology" in their mathematics learning. To identify these values, a…

By the end of primary school, children are expected to acquire a range of mathematical skills that progressively develop. This study aimed to gain insight into how a large number of numerical and geometrical measures are grouped and whether the structures shift or remain invariant along child's development based on the data obtained from a sample…

The aim of this research is to assess the attitudes exhibited by pre-service primary mathematics educators towards statistics, while concurrently investigating the influence of gender on these attitudes. The research methodology employed in this study involved the adaptation of the Survey of Attitudes toward Statistics (SATS-36) to pre-service…

Elementary preservice teachers enter teacher preparation programs with preformed conceptions of their abilities as mathematics learners that directly influence their sense of self as mathematics teachers. Often, they have had experiences that leave them feeling anxious about their capability to be effective mathematics teachers, which negatively…

The integration of sports-related contexts into mathematics education, along with the inclusion of guest speakers in classroom settings, is a widely acknowledged pedagogical strategy. This study employs a descriptive research approach to analyze a didactic activity conducted with 86 third-year students pursuing a Degree in Primary Education at the…

The purpose of this mixed methods study was to explore changes in pedagogical awareness of teaching early mathematical skills among teachers in early childhood education (N =7) when participating in a tailored professional development (PD) program in mathematics. The program, which was designed around principles of transformative learning, was…