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Birke-Johanna Weber, Jana Breuer & Anke Lindmeier. (2023) How do school-related mathematical problems become relevant for prospective teachers in mathematics courses at university? A qualitative interview study. Research in Mathematics Education 0:0, pages 1-26.
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Limin Jao & Gurpreet Sahmbi. (2023) Sticking together in a world full of sharks: pre-service teachers’ perspectives of mathematics content courses. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-21.
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James A. M. Álvarez, Andrew Kercher, Kyle Turner, Elizabeth G. Arnold, Elizabeth A. Burroughs & Elizabeth W. Fulton. (2022) Including School Mathematics Teaching Applications in an Undergraduate Abstract Algebra Course. PRIMUS 32:6, pages 685-703.
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Elizabeth W. Fulton, Elizabeth G. Arnold, Elizabeth A. Burroughs, James A. M. Álvarez, Andrew Kercher & Kyle Turner. (2022) Including School Mathematics Teaching Applications in an Undergraduate Discrete Mathematics Course. PRIMUS 32:6, pages 704-720.
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Will McGuffey, Ruby Quea, Keith Weber, Nick Wasserman, Tim Fukawa-Connelly & Juan Pablo Mejia Ramos. (2019) Pre- and in-service teachers’ perceived value of an experimental real analysis course for teachers. International Journal of Mathematical Education in Science and Technology 50:8, pages 1166-1190.
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Nicholas H. Wasserman. (2017) Making Sense of Abstract Algebra: Exploring Secondary Teachers’ Understandings of Inverse Functions in Relation to Its Group Structure. Mathematical Thinking and Learning 19:3, pages 181-201.
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Nicholas H. Wasserman, Timothy Fukawa-Connelly, Matthew Villanueva, Juan Pablo Mejia-Ramos & Keith Weber. (2017) Making Real Analysis Relevant to Secondary Teachers: Building Up from and Stepping Down to Practice. PRIMUS 27:6, pages 559-578.
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Andrew Hare & Oi-Lam Ng. (2015) Looking Back, Looking Forward: The Past 15 Years of Mathematics Education in CJSMTE. Canadian Journal of Science, Mathematics and Technology Education 15:4, pages 387-397.
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Ed Dubinsky, Ilana Arnon & Kirk Weller. (2013) Preservice Teachers’ Understanding of the Relation Between a Fraction or Integer and its Decimal Expansion: The Case of and 1. Canadian Journal of Science, Mathematics and Technology Education 13:3, pages 232-258.
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Anne Watson & Helen Chick. (2013) Introduction to the Special Issue on Personal Mathematical Knowledge in the Work of Teaching/Introduction au numéro spécial sur les connaissances mathématiques personnelles dans le travail des enseignants. Canadian Journal of Science, Mathematics and Technology Education 13:2, pages 111-120.
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Bill Barton & Judy Paterson. (2013) Does Mathematics Enhance Teaching? Does Summer Hiking Tone Winter Thighs?. Canadian Journal of Science, Mathematics and Technology Education 13:2, pages 198-212.
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Tim Rowland & Rina Zazkis. (2013) Contingency in the Mathematics Classroom: Opportunities Taken and Opportunities Missed. Canadian Journal of Science, Mathematics and Technology Education 13:2, pages 137-153.
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Articles from other publishers (66)
Mustafa GÖK & Abdulkadir ERDOĞAN. (2023) Didactic Praxeologies Employed by Mathematics Teachers in Teaching the Inverse FunctionDidactic Praxeologies Employed by Mathematics Teachers in Teaching the Inverse Function. Journal of Computer and Education Research 11:22, pages 1089-1112.
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Deniz EROĞLU. (2023) Pre-service Teachers’ Imaginary Creative Approaches to Address Students’ Erroneous Understanding of Algebraic Expressions. Research on Education and Psychology.
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Simon Guse, Dorothe Kienhues & Regina Jucks. (2023) Math is cool – for school? Insights into preservice teachers’ views on the mathematics discipline between an academic and a job-related focus. Teaching and Teacher Education 132, pages 104247.
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Alon Pinto & Jason Cooper. (2023) “But this is not mathematics!”—mathematicians and secondary teachers explore the affordances of tertiary mathematics for teaching secondary probability. ZDM – Mathematics Education 55:4, pages 883-896.
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Max Hoffmann & Rolf Biehler. (2023) Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. ZDM – Mathematics Education 55:4, pages 737-751.
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Anna Hoffmann & Ruhama Even. (2023) The mutual contribution between mathematics and other fields: Mathematicians’ and teachers’ views. ZDM – Mathematics Education 55:4, pages 909-921.
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Yvonne Lai, Jeremy F. Strayer, Andrew Ross, Kingsley Adamoah, Cynthia O. Anhalt, Chris Bonnesen, Stephanie Casey, Brynja Kohler & Alyson E. Lischka. (2023) Enhancing prospective secondary teachers’ potential competence for enacting core teaching practices—through experiences in university mathematics and statistics courses. ZDM – Mathematics Education 55:4, pages 867-881.
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Nicholas H. Wasserman, Orly Buchbinder & Nils Buchholtz. (2023) Making university mathematics matter for secondary teacher preparation. ZDM – Mathematics Education 55:4, pages 719-736.
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Naneh Apkarian, Samer Habre, Talia LaTona-Tequida & Chris Rasmussen. (2023) Prospective Secondary Teachers’ Emergent Knowledge and Beliefs: Inquiry-Oriented Differential Equations Contributing to Teacher Preparation. ZDM – Mathematics Education 55:4, pages 823-835.
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Nicholas H. Wasserman. (2023) Investigating a teacher-perspective on pedagogical mathematical practices: possibilities for using mathematical practice to develop pedagogy in mathematical coursework. ZDM – Mathematics Education 55:4, pages 807-821.
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Elizabeth A. Burroughs, Elizabeth G. Arnold, James A. M. Álvarez, Andrew Kercher, Rachel Tremaine, Elizabeth Fulton & Kyle Turner. (2023) Encountering ideas about teaching and learning mathematics in undergraduate mathematics courses. ZDM – Mathematics Education 55:4, pages 897-907.
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Priestly Malambo. (2023) Conceptions of Mathematics Teacher Educators Depicting Essential Mathematics Teacher Educator Knowledge. European Journal of Mathematics and Science Education 4:2, pages 121-131.
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Yvonne Lai, Alyson E. Lischka, Jeremy F. Strayer & Kingsley Adamoah. (2023) Characterizing prospective secondary teachers’ foundation and contingency knowledge for definitions of transformations. The Journal of Mathematical Behavior 70, pages 101030.
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Biyao Liang, Oi-Lam Ng & Yip-Cheung Chan. (2022) Seeing the continuity behind “double discontinuity”: investigating Hong Kong prospective mathematics teachers’ secondary–tertiary transition. Educational Studies in Mathematics 113:1, pages 107-124.
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Anna Hoffmann & Ruhama Even. (2023) What do mathematicians wish to teach teachers about the discipline of mathematics?. Journal of Mathematics Teacher Education.
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Yvonne Lai & Sally Ahrens. (2023) Some mathematicians’ perceived and envisioned instructional relationships in secondary teaching and teaching secondary teachers. Journal of Mathematics Teacher Education.
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Subrato K. Kuri, Karen A. Vines, Loy V. Crowder & Ozzie A. Abaye. (2023) Exploring the level of teaching practices of the agricultural education at Bangladesh agricultural university (BAU). Social Sciences & Humanities Open 8:1, pages 100563.
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Nicholas H. Wasserman. 2023. Mathematical Challenges For All. Mathematical Challenges For All
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Christiane Büdenbender-Kuklinski, Reinhard Hochmuth & Michael Liebendörfer. (2022) Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students. International Journal of Research in Undergraduate Mathematics Education.
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Irene Biza, Alejandro S. González-Martín & Alon Pinto. (2022) ‘Scaffolding’ or ‘Filtering’: A Review of Studies on the Diverse Roles of Calculus Courses for Students, Professionals and Teachers. International Journal of Research in Undergraduate Mathematics Education 8:2, pages 389-418.
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Alon Pinto & Jason Cooper. (2022) The road not taken—Investigating affordances of infinitesimal calculus for enriching the repertoire of secondary mathematics teachers. International Journal of Research in Undergraduate Mathematics Education 8:2, pages 318-338.
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Huanzhang Ling. (2022) Teaching Design of Mathematics Application Based on Naive Bayes. Mathematical Problems in Engineering 2022, pages 1-6.
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John Paul Cook, Zackery Reed & Elise Lockwood. (2022) An initial framework for analyzing students’ reasoning with equivalence across mathematical domains. The Journal of Mathematical Behavior 66, pages 100935.
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Xiaoheng Yan, Ofer Marmur & Rina Zazkis. (2021) Advanced Mathematics for Secondary School Teachers: Mathematicians’ Perspective. International Journal of Science and Mathematics Education 20:3, pages 553-573.
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Nicholas H. Wasserman & William McGuffey. (2021) Opportunities to Learn From (Advanced) Mathematical Coursework: A Teacher Perspective on Observed Classroom Practice. Journal for Research in Mathematics Education 52:4, pages 370-406.
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A S Pramasdyahsari. (2021) Developing the scripting task for mathematical connection between the university and school mathematics content. Journal of Physics: Conference Series 1957:1, pages 012003.
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Jill Zarestky & Michelle Bigler. (2021) Reflective journaling in mathematics: Insights into the development of future teachers. New Horizons in Adult Education and Human Resource Development 33:3, pages 52-65.
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Josephine Relaford-Doyle & Rafael Núñez. (2020) Characterizing students’ conceptual difficulties with mathematical induction using visual proofs. International Journal of Research in Undergraduate Mathematics Education 7:1, pages 1-20.
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Angeliki Mali, Georgia Petropoulou, Irene Biza & Dave Hewitt. 2021. The Learning and Development of Mathematics Teacher Educators. The Learning and Development of Mathematics Teacher Educators
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James A.M. Álvarez, Elizabeth G. Arnold, Elizabeth A. Burroughs, Elizabeth W. Fulton & Andrew Kercher. (2020) The design of tasks that address applications to teaching secondary mathematics for use in undergraduate mathematics courses. The Journal of Mathematical Behavior 60, pages 100814.
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Rina Zazkis. (2021) Personal, Nonlocal, Tacit: On Mathematical Knowledge in Teaching. Canadian Journal of Science, Mathematics and Technology Education 20:4, pages 647-656.
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A S Pramasdyahsari, R D Setyawati & I U Albab. (2020) How group theory and school mathematics are connected: an identification of mathematics in-service teachers. Journal of Physics: Conference Series 1663:1, pages 012068.
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Yeon Kim. (2020) Korean Teachers’ Mathematical Knowledge for Teaching in Algebraic Reasoning. Journal of Educational Research in Mathematics 30:S, pages 185-198.
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Timothy Fukawa-Connelly, Juan Pablo Mejía-Ramos, Nicholas H. Wasserman & Keith Weber. (2019) An Evaluation of ULTRA; an Experimental Real Analysis Course Built on a Transformative Theoretical Model. International Journal of Research in Undergraduate Mathematics Education 6:2, pages 159-185.
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Xiaoheng Yan, Ofer Marmur & Rina Zazkis. (2020) Calculus for Teachers: Perspectives and Considerations of Mathematicians. Canadian Journal of Science, Mathematics and Technology Education 20:2, pages 355-374.
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Keith Weber, Juan Pablo Mejía-Ramos, Timothy Fukawa-Connelly & Nicholas Wasserman. (2020) Connecting the learning of advanced mathematics with the teaching of secondary mathematics: Inverse functions, domain restrictions, and the arcsine function. The Journal of Mathematical Behavior 57, pages 100752.
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Erin E. Baldinger & Yvonne Lai. (2019) Pedagogical context and proof validation: The role of positioning as a teacher or student. The Journal of Mathematical Behavior 55, pages 100698.
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Geraldo Claudio Broetto & Vânia Maria Pereira dos Santos-Wagner. (2019) O Ensino de Números Irracionais na Educação Básica e na Licenciatura em Matemática: um círculo vicioso está em curso?. Bolema: Boletim de Educação Matemática 33:64, pages 728-747.
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Nicholas H. Wasserman, Keith Weber, Timothy Fukawa-Connelly & William McGuffey. (2019) Designing advanced mathematics courses to influence secondary teaching: fostering mathematics teachers’ “attention to scope”. Journal of Mathematics Teacher Education 22:4, pages 379-406.
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Murat Genç & Mustafa Akıncı. (2019) İlköğretim Matematik Öğretmen Adaylarının Lisans Eğitiminde Alınan Matematik Konu Alan Derslerine İlişkin Görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, pages 483-514.
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Yvonne Lai. (2019) Accounting for mathematicians’ priorities in mathematics courses for secondary teachers. The Journal of Mathematical Behavior 53, pages 164-178.
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Roza Leikin, Rina Zazkis & Michal Meller. (2017) Research mathematicians as teacher educators: focusing on mathematics for secondary mathematics teachers. Journal of Mathematics Teacher Education 21:5, pages 451-473.
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Rina Zazkis & Ami Mamolo. (2016) From disturbance to task design, or a story of a rectangular lake. Journal of Mathematics Teacher Education 21:5, pages 501-516.
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Nicholas Wasserman, Keith Weber, Matthew Villanueva & Juan Pablo Mejia-Ramos. (2018) Mathematics teachers’ views about the limited utility of real analysis: A transport model hypothesis. The Journal of Mathematical Behavior 50, pages 74-89.
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Nicholas H. Wasserman. (2018) Knowledge of nonlocal mathematics for teaching. The Journal of Mathematical Behavior 49, pages 116-128.
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Plinio Cavalcanti Moreira & Carlos Roberto Vianna. (2016) Por Que Análise Real na Licenciatura? Um Paralelo entre as Visões de Educadores Matemáticos e de Matemáticos. Bolema: Boletim de Educação Matemática 30:55, pages 515-534.
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