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A comparative study of teachers’ values alignment strategies in the classroom: Face-to-face versus distance education

Fatma Nur Aktaş

Journal of Pedagogical Research, Volume 7, Issue 4, pp. 339-355

https://doi.org/10.33902/JPR.202323210

To what extent can teachers and preservice teachers predict students’ mathematical thinking? A qualitative analysis

Ebru Kükey, Recep Aslaner

Journal of Pedagogical Research, Volume 7, Issue 4, pp. 91-110

https://doi.org/10.33902/JPR.202319993

Incorrect theorems and proofs: An analysis of pre-service mathematics teachers' proof evaluation skills

Hasibe Sevgi Moralı, Ahsen Filiz

Journal of Pedagogical Research, Volume 7, Issue 3, pp. 248-262

https://doi.org/10.33902/JPR.202318840

Pre-service mathematics teachers’ responding to student thinking in their teaching experiences

Berna Tataroğlu Taşdan, Makbule Gözde Didiş Kabar

Journal of Pedagogical Research, Volume 6, Issue 1, pp. 87-109

https://doi.org/10.33902/JPR.2022175553

Mathematics teachers’ views on distance education and their beliefs about integrating computer technology in mathematics courses

Mesut Bütün, Fatih Karakuş

Journal of Pedagogical Research, Volume 5, Issue 2, pp. 88-102

https://doi.org/10.33902/JPR.2021269394

An investigation of the use of specific problem-solving strategies by mathematics teachers in lessons

Funda Aydın Güç, Dilay Daltaban

Journal of Pedagogical Research, Volume 5, Issue 1, pp. 126-140

https://doi.org/10.33902/JPR.2021067307

How do pre-service mathematics teachers respond to students’ unexpected questions related to the second derivative?

Semiha Kula Ünver

Journal of Pedagogical Research, Volume 4, Issue 3, pp. 359-374

https://doi.org/10.33902/JPR.2020465074

How a teacher professional development program influences students’ algebra performance? Reflections from a web-based platform

Dilek Tanışlı, Handegül Türkmen, Melih Turgut, Nilüfer Köse

Journal of Pedagogical Research, Volume 4, Issue 3, pp. 327-343

https://doi.org/10.33902/JPR.2020464571

The ethical obligations of the mathematics teacher

Paul Ernest

Journal of Pedagogical Research, Volume 3, Issue 1, pp. 80-91

https://doi.org/10.33902/JPR.2019.6