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Despite the significance of incorporating technology into geometry instruction, many teachers still find it difficult to teach geometry using technology. This study employed a techno- pedagogical content knowledge (TPACK) survey of 70 pre-service mathematics teachers (29 males, 41 females) from a public university. The goal was to determine which domains, if any, were open for development so that a course could be designed to meet these needs. The data was analysed thematically according to the TPACK sub-domains. The results showed that the pre-service teachers were confident in the areas of pedagogy knowledge, content knowledge, and pedagogical content knowledge (90% confidence) and open to improvement in the areas of technology, technological content, and technological pedagogy knowledge (70% confidence). As a result, we suggest creating a 14-week course to increase pre-service mathematics teachers' TPACK of these components in the hopes of bridging the knowledge gap identified in this study.

Research shows that teachers are one of the most influential factors in student learning in online classrooms during the COVID-19 pandemic and discusses teachers' efforts to get the most out of their online classrooms with their students. However, how the teachers experience online teaching is understudied. To address this concern, this case study aimed at revealing the experiences of primary school teachers in online teaching during the COVID-19 pandemic with a particular focus on the difficulty in teaching different subjects such as mathematics and science. The participants were 12 primary school teachers working in different places (e.g., village and district) with various professional experiences in years (such as 1-10 years and 11-20 years). The data was generated through semi-structured interviews and analyzed by content analysis. The results revealed four main themes, namely guidance and support, planning and instruction, technical issues, and the use of technological tools. Since most of the results were contextual, it is suggested that schools provide some school-based training to support teachers and parents in this process. When the results of the research are evaluated, it is important that university teacher education departments provide comprehensive pedagogical support, especially for pre-service teachers who will be the teachers of the future and families to improve online learning.

In this article, five authors, one each from Brazil, Indonesia, Turkey, Uganda and the UK, all experienced designers and users of educational resources, consider the challenge of decolonizing educational design within school mathematics. We outline what we term 'multicultural responses' to this challenge -- such as attention to equality of representation in images, names, history and contexts -- which we see as valuable, but taking us only so far. We contrast these 'multicultural responses' with deeper and more demanding 'decolonizing responses' that seek to address structural aspects of educational design within mathematics that we believe are essential to meet this challenge.

This study investigates the influence of an innovative teaching model, the Realistic, Exploratory, Technology-enhanced, and Active (RETA) model, on the STEM attitudes of senior-grade pre-service teachers. The research involved 65 participants from a public university in Turkey. Employing a comprehensive approach, the study utilized a STEM attitude scale, a RETA-based lesson evaluation rubric, and semi-structured interviews to gather both qualitative and quantitative data. The results revealed a noteworthy correlation between pre-service teachers with positive attitudes towards the RETA approach and their heightened efficacy in developing impactful lesson plans. Through the application of the RETA model, participants demonstrated an increased inclination towards innovative teaching strategies, emphasizing the integration of 21st-century skills. Furthermore, post-course assessments indicated a significant positive shift in attitudes, with participants recognizing the model's potential to foster equity within their teaching practices. This research contributes valuable insights into the integration of digital technologies in the classroom, offering a robust framework for pre-service teachers to enhance their pedagogical approaches. [ABSTRACT FROM AUTHOR]

Within the realm of mathematics education, the examination of textbooks has emerged as a focal point of scholarly investigation. This endeavor necessitates the development of a comprehensive instrument capable of facilitating both qualitative and quantitative textbook analysis. To address this need, we draw upon a corpus of seminal studies, and supplement our analysis with local research reports that assess the quality of mathematics textbooks through a qualitative content analysis approach. Content analysis was utilized to examine the documents and identify the themes relevant to the analysis of mathematics textbooks. Our data analysis revealed the identification of six overarching themes for the systematic evaluation of mathematics textbooks: (1) language and communication, (2) content analysis, (3) pedagogical approach, (4) cultural sensitivity and inclusivity, (5) assessment and exercises, and (6) visual aids and presentation. Each of these themes is meticulously expounded upon, shedding light on their significance in shaping the intricacies of mathematics textbook authorship. This proposed analytical framework presents an invaluable resource for enhancing the quality of mathematics textbooks at the school level. The themes elucidated herein offer a structured approach to textbook assessment, ultimately fostering the advancement of mathematical education by improving the instructional materials that are integral to the teaching and learning process. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a case study that examined the importance of flexible learning spaces and student-centred pedagogies for facilitating effective teaching and learning in schools. By exploring the arrangement of learning spaces at the school level, the study compared a case school in Germany with the Future Classroom Lab Model. Data collection involved observations, photographs and video recordings, which were analysed through content analysis. The article demonstrates the alignment of pedagogies with seating arrangements and physical learning spaces by defining the pedagogy employed in a specific course and providing sample course activities. This paper offers suggestions for redesigning and implementing active learning classrooms, emphasising the need to increase flexible learning spaces in schools to enable student engagement with content through student-centred pedagogies. The case study findings underscore the significance of conducting assessments on classroom redesign initiatives. [ABSTRACT FROM AUTHOR]

Copyright of EduAdvance: Journal of Advancements in Education (JAE) is the property of EduAdvance: Journal of Advancements in Education (JAE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Technology Theory & Practice / Egitim Teknolojisi Kuram ve Uygulama is the property of Education Technology Theory & Practice (Journal) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)