Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions…

This study aims to investigate elementary school mathematics teachers' (teaching grades 5-8) questioning skills in class. It also includes observation of the questioning skills of two elementary school mathematics teachers teaching eighth grade. This mixed-methods research study follows an explanatory sequential design. Initially, quantitative…

Background and purpose: The purpose of this research was to understand the experiences of pre-service teachers in a service-learning program. The research questions that guided this research were: (1) How does an after-school service-learning program that utilizes pre-service teachers develop students' pedagogy? (2) What are the experiences of…

Many primary teachers face challenges in teaching inquiry science, often because they believe that they do not have the content knowledge or pedagogical skills to do so. This is a concern given the emphasis attached to teaching science through inquiry where students do not simply learn about science but also do science. This study reports on the…

This paper discusses and examines the effectiveness of course assignments designed to promote reflection processes and critical thinking of pre-service teachers. Specifically, the study explores and identifies the range of students' level of reflectivity and critical examination of their own developing pedagogy, with foci on content knowledge,…

An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts to offer 4-6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. From pre/post content exams, PD surveys,…

In two experimental studies, the effectiveness of teaching skills are examined in the context of: (1) a specific teaching method linked to (2) specific curriculum objectives and (3) specific curriculum materials; the method and materials used are by (4) specific teachers and (5) specific students in a (6) specific instructional setting; finally,…

Explores the relationship between teaching methods in elementary school social studies and development of critical thinking for 18 fifth and 18 sixth graders receiving direct instruction in critical thinking, contrasted with 17 fifth and 27 sixth graders traditionally instructed. Efficacy of direct instruction is not demonstrated. (SLD)