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This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia. The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary teachers. Some 576 primary level pre-service teachers and 389 secondary level pre-service teachers participated in the TEDS-M study. The significance of this study is pertinent as the level of teachers' knowledge influences students' achievement in schools. Results of analysis show that Malaysian pre-service teachers at the primary and secondary performed below the international average for both mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK). The article suggested several steps on how teacher educators could improve the PCK and MCK of pre-service teachers in Malaysia.

The goal of this study was to understand how students' attitudes were connected to their mathematics learning and achievement. This investigation of students (n = 78) and their attitudes was specific to web-based homework in developmental mathematics courses in a two-year community college located in a large urban city in the United States. A mixed-methods investigation was utilized to analyze the relationships between students' attitudes and their mathematics achievement. The qualitative findings from the survey questionnaire show mixed responses from participants on the benefits and disadvantages of a web-based homework platform. Additionally, quantitative results, represented through cluster analysis, show the relationship between three groups of students, their attitudes and their mathematics achievement. The results of this study suggest that students with lower and average mathematics achievement hold more positive attitudes toward using a web-based homework platform compared to higher achieving students. Based on these results, it can be noted that web-based homework platforms serve an important role in student learning and attitudes toward mathematics in developmental courses, likely because the immediate feedback given helps to improve student understanding.

This study explored the factors that influenced the understanding of good mathematics teaching. A mixed methodology was used investigate the beliefs of beginning secondary teachers on good mathematics teaching. The two research instruments used in this study were the survey questionnaire and an interview. Beginning teachers selected Immediate Classroom Situation, Mathematical Beliefs, Pedagogical Content Knowledge, and Colleagues as the top four factors from the survey analysis that influenced their understanding of good mathematics teaching. The study's results have implications on investigating specific mathematical content knowledge that is important for classroom instruction at the secondary level. Furthermore, this study can be used as a reference for teacher education programs to improve the effectiveness of the pedagogical courses in mathematics education.