Cross-national research studies such as the Program for International Student Assessment
and the Third International Mathematics and Science Study (TIMSS) have contributed much …

When we look back over the mathematics education research of the last 25 years as
reflected in the pages of this journal and compare the per pectives of the past with those of …

This paper presents a theoretical framework for guiding inquiry in an emerging field of
research concerned with the learning and development of mathematics teacher educators …

International research suggests that early mathematical competence predicts later
mathematical achievement. In this article, we explore the relationship between mathematical …

In the 1960s and early 1970s, two seminal reports (Coleman et al., 1966; Jencks et al.,
1972) questioned the contribution of teachers and schools to student learning. Since then …

There may be good news for precollege mathematics. For those who are alarmed by recent
results of the National Assessment of Educational Progress, the widening gap between …

It is widely accepted today that teachers should be aware of and knowledgeable about
students' mathematical learning. It is believed that such awareness and knowledge …

The authors praise Foundations for Success: The Final Report of the National Mathematics
Advisory Panel (2008) for focusing on the mathematics within mathematics education. They …

This chapter examines the research evidence for the sort of mathematics discipline
knowledge that primary teachers might need in order to teach effectively and improve …

The teacher-knowledge perspective has become an important way to think about teachers
and their work. While Shulman's (1986) notion of different types of knowledge permeates …