Mathematics teacher educators foregrounded engagement-oriented activities such as hands-on problem-solving and group work as key teaching-and-learning activities¶

Claim · All claims
Evidence · 1 study · design r2 · q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? All three mathematics teacher educators foregrounded teaching-and-learning activities focused on engagement, highlighting hands-on problem-solving and group work to build learning communities. → Spangenberg 2025

Evidence¶

Spangenberg 2025¶

Spangenberg, E. D. (2025). Constructive alignment of a mathematics methodology module. Instructional Science. https://doi.org/10.1007/s11251-025-09712-z

q1 · i? · design · r2

Preliminary-phase email survey of three mathematics teacher educators (a professor, a lecturer, an assistant lecturer) contributing expert views on activities for the module. All three emphasized engagement; MTE1 is quoted on "hands-on mathematics problem-solving activities" and group work, and MTE2 argued collaboration is crucial.

"All three MTEs also foregrounded TLA, which focused on engagement. MTE1 high -lights "hands-on mathematics problem-solving activities" and "group work to encourage the construction of learning communities.""

Discussion¶

Related Claims¶

• Pre-service teachers most frequently viewed integrating 21st-century teaching methods into mathematics lessons as the learning outcome to achieve
• Redesigning a mathematics methodology module yielded six learning outcomes sequenced from lower to higher levels of understanding across six dimensions
• Networks and professional learning communities of practicing principals support sharing best practices and problem solving on the job — related
• STEM PLC participation increases teachers' deliberation about students' mathematics or science thinking and shifts instruction toward attention to student reasoning and diverse problem-solving modes — related