This open access book investigates current issues related to the evolution of research on teaching mathematics and examines up to thirty years of presage-process-product research (PPPR) in mathematics with respect to conceptualization, instrumentation, and design. The book discusses the theoretical and methodological challenges associated with PPPR, critically reviews current research, and explores the likely direction of further developments to identify future paths for research on high-quality mathematics teaching in the digital era. Subjects that are covered in this work focus on the relationships between 1) student learning outcomes measured upon completion of the mathematics teaching; 2) student learning activities in the classroom; 3) interactive mathematics teacher activities, and best practices in mathematics classrooms conducted in the presence of students; 4) pre-post-active mathematics teacher activities such as planning, assessment, and other teaching-related activities outside of the classroom; 5) mathematics teachers' competencies, knowledge, and skills; and 6) mathematics teachers' characteristics, including beliefs, attitudes, and motivation. This book discusses the evolution of such research in mathematics teaching and teacher education in the digital era and is of interest to researchers exploring the field of mathematics teaching and mathematics teacher education as well as educators.

Discusses the theoretical and methodological challenges associated with presage-process-product research Provides a critical review of currently existing presage-process-product research Gives direction to future research in presage-process-product research This is an open access book

Autorentext
Agida G. Manizade is Mathematics Education Professor and Interim Associate Dean in the College of Graduate Studies and Research at Radford University (RU), USA. Her major scholarly interests include research on teaching mathematics and teacher education, mathematics teachers' knowledge, and the use of technology in the mathematics classroom. She was recognized as Outstanding Faculty by the State Commission of Higher Education (SCHEV) in 2019, Dalton Eminent Scholar by the RU Foundation in 2019, and Distinguished Creative Scholar by the RU Foundation in 2017. Further, as Editor-In-Chief of the Virginia Mathematics Teacher Journal, she received the 2018 Outstanding Publication Award from the National Council of Teachers of Mathematics for the journal. She also received the Million Dollar Circle award in 2014 and the Artis Outstanding Faculty Award for Scholarship and Service in 2013. Dr. Manizade is President of the Virginia Council of Teachers of Mathematics. She was Vice President of Research and Best Practices in STEM at the Virginia Mathematics and Science Coalition and Editor of the special issue of the Research in Mathematics Education. Additionally, she is Founding Director of the Secondary Mathematics Professional Development Center and the International Center for Mathematics Excellence.

Nils Buchholtz is Professor of Mathematics Education at the University of Hamburg, Germany. He has been Associate Professor for Mathematics Education at University of Olso, Norway, from 2017 to 2020 and Professor of Mathematics Education at the University of Cologne, Germany, from 2020 to 2022. He is experienced in quantitative-orientated empirical research on teacher education in mathematics, and his previous work has focused on the development of professional competence in mathematics teaching, including international and interdisciplinary comparisons. His research focuses on the fields of didactics of geometry for secondary schools and mathematical modeling and its didactics. His current research interests include the possibility of combining qualitative and quantitative research methods in the context of mixed-method research. Dr. Buchholtz has won various prizes for the quality of his scientific work (i.e., the Extraordinary Ditze-Price of University of Hamburg). He has also been Member of the Local Organizing Committee of ICME 13 and is currently Chair of the Topic Study Group on Teacher Knowledge at ICME14. At present, he is Member of the Editorial Board of Journal für Mathematik-Didaktik (JMD) and Reviewer for several renowned mathematics education journals like ZDM-Mathematics Education, Mathematics Education Research Journal (MERJ), Journal for Mathematics Teacher Education (JMTE), Journal für Mathematik-Didaktik (JMD), Learning & Instruction, and European Journal of Psychology in Education (EUPE).

Kim Beswick is Professor of Mathematics Education and Head of School, Education at the University of New South Wales, Australia. Her research interests include mathematics teachers' beliefs and knowledge, mathematics teacher professional learning, and inclusive mathematics education. She has been Australian Research Council (ARC) Future Fellow and Member of the ARC College of Experts. She won the Research Award from the Mathematics Education Research Group of Australasia (MERGA) in 2014 and served as President of the Australian Association of Mathematics Teachers from 2012 to 2014. She has also served the international mathematics education community as Member of the International Committee of the International Group for the Psychology of Mathematics Education, Convenor of the 2015 PME conference, Associate Editor of the Journal for Mathematics Teacher Education, Member of the editorial board of the International Journal for Mathematics and Science Education, and Member of a survey team for the 13th International Congress on Mathematics Education. She has also won a University of Tasmania Teaching Excellence Award in 2006, an Australian citation for Outstanding Contributions to Student Learning in 2008, a University Teaching Excellence Award in 2011, and a National Teaching Excellence Award in 2012. She is currently Convenor of the 15th International Congress on Mathematics Education to be held in Sydney, Australia, in 2024

Inhalt

1. Cultural context to the evolution of research on teaching mathematics.- 2. Pre-existing mathematics teacher characteristics.- 3. Mathematics teacher competencies, knowledge, and skills.- 4. Research on pre-active mathematics teacher activities.- 5. Research on interactive mathematics teacher activities.- 6. Mathematics teacher training and experiences.- 7. Student mathematics learning activities.- 8. Student mathematics learning outcomes.- 9. External context.- 10. Individual student internal contexts and considerations for mathematics teaching and learning.- 11. Individual student characteristics, abilities, and personal qualities.