In this study we explored the relationship between teacher enjoyment of teaching
mathematics, their attitudes towards student struggle, and the amount of time teachers spent …

Teachers' professional competence to select tasks and prepare the task implementation is
considered important for instruction that initiates meaningful learning. Teachers' professional …

The goal of this chapter is to describe recent advances in mathematical problem solving, as
they were represented in research reports from the annual international conferences for the …

This paper reports on a New Zealand iteration of the Encouraging Persistence, Maintaining
Challenge (EPMC) project, which proposes that students learn mathematics best when they …

For many decades, problem solving has been a focus of elementary mathematics education
reforms. Despite this, in many education systems, the prevalent approach to mathematics …

Teachers' knowledge of mathematics has become a central focus of educational
researchers and policy makers with conceptions of teacher knowledge continuously being …

Creating mathematics tasks provide opportunities for students to develop their thinking,
reasoning, communication, and creativity. This paper presents a study on teaching pre …

Research suggests that teachers of mathematics are frequently reluctant to pose
challenging tasks to students. Reasons for this reluctance include fears of negative student …

Reform-oriented approaches to mathematics instruction view struggle as critical to learning;
however, research suggests many teachers resist providing opportunities for students to …

Background As teacher training plays a major role in the development of (prospective)
teachers' knowledge, differences between the professional knowledge of prospective …