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This paper presents an empirical study examining the professional development needs of out-of-field mathematics teachers in the Irish context (n = 202). An online questionnaire gathered data on cohort demographics and confidence with regard to teaching mathematics. A paper-and-pencil test evaluated teachers' cognitive and conceptual proficiency with curriculum-aligned mathematical content. Low achievement levels and high occurrence of conceptual errors indicate inadequate subject content knowledge and difficulties with the content of the curriculum. Additionally, these teachers described themselves as either somewhat or very confident in teaching all content. The discrepancies which exist between confidence levels and content proficiency highlight the importance of designing appropriate professional development programs that are situated and practice based. [ABSTRACT FROM AUTHOR]

This paper explores changes in pre-service mathematics teachers' (PSTs) noticing of critical events during a year-long preparation program. Twenty PSTs identified, described and interpreted critical events they witnessed during classroom observations and teaching. We used a previously developed model to examine changes in PSTs' degree of attentional focus and interpretational focus. Findings revealed that for most participants, the attentional focus was broaden, and even for those whose not, the interpretational focus broadened. The paper then examines these changes in terms of the dimensions of learning and teaching—cognitive, affective, and social dimensions—and discusses the contributions and implications. [ABSTRACT FROM AUTHOR]

This paper reports on an exploratory teacher professional development study, in which we examine what teachers noticed about student interactional dynamics during collaborative mathematical activity, as well as how teachers reflected on what they notice in relation to their own instructional practice. Analysis of video records of teachers' discussions show that teachers noticed and made sense of students' interactional dynamics during collaborative mathematics problem-solving. Teachers noticed: (1) how challenging collaboration is for students; (2) the utility of social negotiations ; (3) affordances of student intellectual authority ; and (4) the mechanics of collaboration. Teachers also made connections to their teaching practice. Across the academic year, teachers used three processes to connect what they've noticed to practice; they: (1) re-interpreted prior experiences , (2) mapped the terrain of collaborative work , and (3) identified value for future action. [ABSTRACT FROM AUTHOR]

This paper explores how teachers' collaborative conversations afford and constrain their learning opportunities, through the close analysis of an interaction between equity-oriented mathematics teachers who were working together. The analysis reveals that although the group seemed like an ideal professional learning community in many ways, the teachers were frequently caught in tensions between restrictive and inclusive discourses about mathematical competence. The existence of these tensions presented opportunities for the teachers to learn, but teachers' framings of their own collaborative work stifled these opportunities. This paper contributes to understanding the challenges of equity- and reform-oriented learning in teachers' professional communities. [ABSTRACT FROM AUTHOR]

This study examines changes in teachers' envisioning of potential classroom argumentation situations through experiencing a cycle of: (1) analyzing various tasks' affordances for argumentation, (2) collaboratively analyzing examples of (other) teachers' analyses of those tasks' potential for argumentation, (3) refining initial analyses, and (4) reflection. Analysis of teachers' initial and refined responses revealed changes in the variety of dimensions of argumentation envisioned (e.g., mathematical, social, cognitive) and in the number of teachers categorized in each dimension. The paper provides evidence of the potential of collaborative analysis of authentic teacher responses for teachers' learning of key aspects of argumentation practice. • In the study, the teachers increased their noticing of mathematical tasks potential for argumentation. • The study provides evidence that collaborative analysis of authentic teacher responses supports the teachers' learning. • The study suggests approaches for teacher professional learning for developing expertise in argumentation. [ABSTRACT FROM AUTHOR]

This paper aims to understand how teachers' learning relates to core personal, contextual and outcome variables in Lesson Study. Primary and secondary Mathematics teachers from 59 schools formed Lesson Study groups. 214 teachers participated in at least one of three surveys during the research year. Data were analysed with correlational, reliability, factor and regression analyses. Results showed strong linkages between teacher learning, professional identity, quality of dialogue, school support, Lesson Study, and student learning. The findings provide evidence of mechanisms through which professional development initiatives impact on teacher and student learning. Practical implications for realizing high-quality teacher learning are derived. • Quality of dialogue, school support and Lesson Study are strong contextual correlates of teacher learning. • Teacher identities are strong personal correlates of teacher learning. • Age and years of teaching experience are only weakly correlated with teacher learning. • The core of development in teacher learning patterns is increasing integration of meaning- and application-oriented learning. • The study contributes to our understanding of mechanisms through which PD influences teacher and student learning. [ABSTRACT FROM AUTHOR]

Abstract This action research study sought to investigate how collegial lesson preparation and reflection that focused on prospective teachers' thinking supported the participating mathematics teacher educators' perspectives on teaching and learning. Data sources included weekly planning and reflection meetings, activity worksheets, reflective journals, and audio recordings of lessons. An inductive thematic approach was used to analyze the data with the intent of conceptualizing the experience of the teacher educators. Data analyses revealed that engaging in this action research provided the participating teacher educators with opportunities to discuss important issues for mathematics teacher educators and improved their skills in lesson planning and implementing. Highlights • This paper examined two teacher educators' action research that focused on prospective teachers' thinking. • Collegial lesson preparation provided opportunities to discuss important issues for mathematics teacher educators. • The participating teacher educators improved their skills in lesson planning and implementing. • Predicting prospective teacher response and planning teacher educator reaction is an effective intervention. • The teacher educators used their predictions to make connections to prospective teachers' teaching practice. [ABSTRACT FROM AUTHOR]

This paper explores aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified a range of issues including tensions between government, school and individual professional learning priorities and their respective responsibilities; the shaping of professional development by rurality; and issues of generic versus subject-specific professional learning. The paper will focus on the needs of teachers, particularly secondary teachers, for subject-specific professional development and the capacity of different professional development approaches for satisfying these needs. The notion of discourse communities is proposed as a framework for considering this issue. [Copyright &y& Elsevier]

Self-direction has been identified as a potential key to the success of professional development of teachers, especially those working in deprived environments. This paper develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions about using ICT in their own professional development. Grounded theory analysis suggests seven themes underlying such decisions making, in turn representing two major attractors of self-directed professional development. These were identified as classroom efficacy, i.e. the ability to teach effectively, and professional efficacy, i.e. the ability to relate effectively within the teaching profession. This paper explores the potential of using these attractors to stimulate self-directed professional development within formal professional development programmes especially in disadvantaged communities. [Copyright &y& Elsevier]

Abstract: This paper reports how metaphor theory was used to explore pre-service mathematics teachers’ beliefs about mathematics and the learning and teaching thereof. Furthermore, it outlines how this theory was mobilised to engender self-critique and professional development with these teachers. The core of the paper reports findings from an analysis of the metaphoric content of early course assignments and considers possible pedagogic consequences of the various metaphoric frames. Then I outline, and consider the usefulness of, the process through which these findings were used to provoke critical reflection and discussion around the implications for their work as new teachers of mathematics. [Copyright &y& Elsevier]

This paper examines one model of professional development, the use of video clubs in which groups of teachers watch and discuss videotapes of their classrooms. Specifically, the paper investigates the learning that occurred as four middle-school mathematics teachers participated in a year-long series of video club meetings. Over time, discourse in the video clubs shifted from a primary focus on the teacher to increased attention to students’ actions and ideas. In addition, discussions of student thinking moved from simple restatements of students’ ideas to detailed analyses of student thinking. Furthermore, teachers began to reframe their discussions of pedagogical issues in terms of student thinking. [Copyright &y& Elsevier]

This paper explores the emotional realities of teaching educationally disadvantaged students between the ages of 7 and 8 in Singapore. Data was collected via semi-structured face-to-face interviews with 9 primary school Mathematics teachers and analysed using inductive, grounded theory approach and thematic analysis. From a Conservation of Resources theory lens, findings show that educationally disadvantaged students are far from a homogeneous group as there is great diversity in the sources of disadvantage and obstacles to learning, contributing to the emotional weight borne by teachers of educationally disadvantaged students. Possible recommendations are also discussed. • Educationally disadvantaged children have a great diversity in the sources of disadvantages and obstacles to learning. • In an inclusive classroom, teachers have to manage additional cognitive, developmental, and behavioural challenges. • These factors add to the professional demands and the emotional weight borne by teachers. [ABSTRACT FROM AUTHOR]

Interaction and the expression of contrasting ideas are thought to be important components of teacher learning communities. However, criteria for identifying beneficial interactional practices are needed. In this paper we use the tools of conversation analysis to examine mathematics teachers' expressions of contrasting ideas in a video club setting. Using turn-by-turn analyses of talk, we describe criteria for distinguishing three forms for expressing contrasting ideas – open discussion, implicit critique, and serial turns. We consider potential implications of each form for teacher learning and conclude with suggestions to help teacher communities move between the three forms. [ABSTRACT FROM AUTHOR]

Abstract: A pre-service teacher's Pedagogical Content Knowledge (PCK) and their personal constructs of teaching develop throughout their teacher education program. PCK integrates generic pedagogical knowledge, mathematical teaching methodology and knowledge of the discipline of mathematics and this paper reports on a survey that can be used to assess a pre-service teacher's PCK. TELPS (Teacher Education Lesson Plan Survey) was developed to determine the PCK of pre-service teachers during their teacher education program. TELPS is shown to analyse pre-service teachers' PCK with some indication that the pre-service teacher's development of PCK can be observed. [Copyright &y& Elsevier]

This paper conceptualizes spatial literacy as consisting of three overlapping domains: visualization, reasoning, and communication. By considering these domains, this study explores different aspects of spatial literacy to better understand how a group of mathematics teachers reasoned about spatial tasks. Seventy-five preservice and inservice teachers worked on problems that involved spatial objects, their properties, and their relationships. Teachers' responses suggested that their spatial literacy skills were underdeveloped with deficiencies most evident on problems that were solvable by dimensional reasoning. Poor vocabulary and misconceptions hindered teachers' performance. Teachers who used multiple reasoning strategies were more likely to solve a problem correctly. [Copyright &y& Elsevier]

This paper examines teachers’ classroom talk as teachers respond to, interact with and take forward learners’ contributions. Teachers’ responses to learner contributions provide a useful lens in understanding teachers’ hybrid practices as they take up aspects of reform practice. A set of codes for teacher moves is developed to describe teacher responses, which build on previous work in describing classroom talk and provide the beginnings of an elaborated language of description for changes in teaching practice. The codes illuminate the similarities and differences across four secondary school mathematics teachers as they shift their practices to take account of learners’ thinking. [Copyright &y& Elsevier]

This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before the PL, District A had lower teacher efficacy and student achievement than District B, but after the PL, this situation was reversed. Qualitative analysis revealed that the two districts reported learning very different things from the PL opportunity. The complexities of context, prior learning experiences, goal setting, and persistence of participants all factored into what and how teachers learned. [Copyright &y& Elsevier]

This paper describes the evolution of assignments in a course for students preparing to teach secondary science, mathematics, and agriculture science. We describe and analyze work done by preservice students in two different years to look for developing teacher knowledge, explicate how we have come to understand teacher knowledge as it was enacted in this particular context, and discuss how our self-study contributed to the growth of our knowledge as teacher educators. [Copyright &y& Elsevier]

Abstract: This paper reports on the needs identified as important to 27 novice elementary mathematics teachers and examines how Connect-ME, an online mathematics community, provides these supports. Qualitative data were collected using two focus groups and 16 telephone interviews. Findings validate the need for alternative teacher professional development (TPD) models and the value of professional communities and knowledge acquired through technology-facilitated learning. The results indicate that teachers actively seek formal and informal TPD experiences, opportunities for sharing and communicating, and access to quality resources. This study provides educational researchers and administrators with essential elements for effectively supporting novice elementary mathematics teachers. [Copyright &y& Elsevier]

Teaching geometry at the elementary level is challenging. This study examines the impact of van Hiele theory-based instructional activities embedded into an elementary mathematics methods course on preservice teachers' geometry knowledge for teaching. Pre- and post-assessment data from 111 elementary preservice teachers revealed that van Hiele theory-based instruction can be effective in improving three strands of participants' geometry knowledge for teaching: geometry content knowledge, knowledge of students' van Hiele levels, and knowledge of geometry instructional activities. As a result, this paper offers implications for teacher educators and policy makers to better prepare elementary preservice teachers with geometry knowledge for teaching. • The van Hiele theory-based instruction had a positive impact on preservice teachers' geometry knowledge for teaching. • Preservice teachers' knowledge of geometry content, students' geometric thinking, and geometry activities were significantly improved. • Connections between preservice teachers' three types of geometry knowledge for teaching were strengthened. • The integration of mathematics content, students' mathematics thinking development, and instructional activities supported preservice teachers' learning. [ABSTRACT FROM AUTHOR]

This study draws on a theoretical model for teacher assessment literacy to investigate the process of how secondary mathematics pre-service teachers (PSTs) might develop theirs through experiencing an approximation of practice. Sixty PSTs participated in designing and then refining assessment criteria for a rich open-ended quadratics task using real student example responses. Data analysis examined variations in the PSTs' attention to quadratic features and mathematical language as assessment criteria for the task throughout the activity. This paper discusses evidence suggesting that the collaborative analysis of example student responses can make certain, but not all, assessment criteria salient to PSTs. • It is important to develop PSTs' assessment literacy, particularly formative assessment practices. • PSTs participated in designing and then refining assessment criteria for an open-ended task using student example responses. • Collaborative analysis of student example responses can make certain, but not all, assessment criteria salient to PSTs. [ABSTRACT FROM AUTHOR]

There is a chronic shortage of appropriately qualified science and mathematics teachers particularly in disadvantaged, rural and isolated communities. Less experienced and out-of-field teachers who often teach in these contexts face difficulties in accessing professional learning and mentoring. While increasing their access to quality resources is useful, these teachers need to both decide whether a resource is appropriate in their context and be able to use it confidently. This paper reports on the process used in the STEMCrAfT project to explicate the knowledge that experienced science and mathematics teachers use when selecting and using resources, and the framework that resulted. • A framework was developed which explicates the tacit knowledge of experienced science and mathematics teachers. • The framework provides novice and out-of-field teachers access to expert ways of selecting teaching resources. • The framework was developed and validated iteratively by both experienced and novice teachers. • A process is described which uncovers expert knowledge without using surveys, observations and interviews. [ABSTRACT FROM AUTHOR]