## What is/are Secondary Mathematics?

Secondary Mathematics - 600 secondary Mathematics teachers were involved.^{[1]}The sample of the study comprised freshman (first year) and senior (fourth and fifth year) students from primary and secondary mathematics teacher education programs.

^{[2]}This paper reports the results of a survey of English secondary mathematics teachers’ use of ICT (n = 183).

^{[3]}We ask, what opportunities for teacher learning emerge during discussions in lesson study? Two lesson study teams of secondary mathematics prospective teachers, each led by an experienced mentor, planned technology-based lessons.

^{[4]}Although the grouping method was implemented in the mathematics content course for preservice elementary teachers and the capstone course for preservice secondary mathematics teachers, it could perfectly fit different types of classrooms including grades K-12 or college level.

^{[5]}This study conducted a questionnaire survey with a sample of 221 senior secondary mathematics teachers, to examine the relationships between teacher emotions and classroom instruction in the context of China.

^{[6]}All-round development of the everyday logic of students should be considered as one of the most important tasks of general secondary education on the whole and general secondary mathematics education in particular.

^{[7]}In this article, the usefulness of two communication frameworks for understanding students’ listening is examined, using data from an educational design research study in an upper secondary mathematics classroom in Sweden.

^{[8]}Therefore, the study aimed to describe the development of a scripting task design that encourages the secondary mathematics pre-service teacher to use the mathematical connection from abstract algebra to solve the school mathematics problem.

^{[9]}The study examined effect of constructivist strategy on students Achievement in Senior Secondary Mathematics in Rivers State.

^{[10]}ABSTRACT This study analyses an online scenario-based instrument in which secondary mathematics teachers from across the United States were presented with episodes of mathematics instruction and then asked to make a decision at a critical juncture.

^{[11]}Given this, in this paper we describe some lessons learned creating videos for online video-based instructional modules for secondary mathematics teacher candidates, as a part of a National Science Foundation (NSF) IUSE program (Award No.

^{[12]}In this paper, we examine mathematicians’ views on the value of advanced mathematics for secondary mathematics teachers.

^{[13]}In this article, we examine secondary mathematics teachers’ work with resources using the Documentational Approach to Didactics lens.

^{[14]}Although teachers’ measured pedagogical competence is not subject-specific, it serves as a significant predictor for cognitive activation as an indispensable part of quality-oriented mathematical teaching and learning processes in the lower secondary mathematics classroom, and it contributes to students’ mathematical progress.

^{[15]}This study followed 22 secondary mathematics and science teachers.

^{[16]}We use two data sources to understand the likelihood that students have opportunities to construct productive meanings for function notation, variation, and average rate of change in their secondary mathematics education: meanings for these ideas supported by precalculus textbooks and meanings secondary teachers demonstrated.

^{[17]}This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher’s teacher self-efficacy is affected by the way she sees herself.

^{[18]}This exploration uses exemplar cases from mathematics teaching to pave the way for an outline, in the second part of the article, of how differentiated instruction could be implemented for the mixed-ability groupings increasingly engaged in the Australian secondary mathematics classroom.

^{[19]}The work concludes with a discussion of how the project-specific design principles can serve as a framework for fostering discussions in other multilingual secondary mathematics learning environments.

^{[20]}This study aims to reveal the similarities and differences in the secondary mathematics curriculums (SMC) of Turkey, Estonia, Canada, and Singapore during the 2018-2019 academic years by comparing them in terms of the curriculum components.

^{[21]}In this study, a relational survey model was used to examine secondary mathematics teachers' efficacy beliefs about teaching mathematics in terms of some variables.

^{[22]}This article shows how two secondary mathematics teachers taught the concept of derivative of a function at a point and the concept of derivative function, one of them using digital technology and the other one without using it.

^{[23]}This paper will follow the development of behaviorism learning theory, enumerate and analyze the representatives of behaviorism learning theory and its reinforcement learning theory in detail, and from the perspective of a future teacher, to give some methods of reinforcement learning in primary and secondary mathematics teaching.

^{[24]}At the small university in the northernmost city of Germany he is busy educating ongoing primary and secondary mathematics teachers.

^{[25]}The subjects that study mathematical problem-solving strategies and deepen elementary and secondary mathematics olympiad problems.

^{[26]}This study examines the perspectives and lived experiences of 10 urban secondary mathematics teachers from two epicenters of COVID-19 in the United States regarding their transition to digital learning during the 2019–2020 academic year.

^{[27]}ABSTRACT The curriculum resources used for teaching secondary mathematics vary considerably from school to school.

^{[28]}Four classes of prospective secondary mathematics teachers (N=125), aged 18 to 19 years, participated in this quasi-experimental study.

^{[29]}Additionally, problems were developed by following the objectivesof the secondary mathematics curriculum.

^{[30]}Despite the recognized importance of mathematical proof in secondary education, there is a limited but growing body of literature indicating how preservice secondary mathematics teachers (PSMTs) vi.

^{[31]}Using lesson observations, the study reported in this article explores how two practising secondary mathematics teachers implemented formative assessment actions in their classroom teaching.

^{[32]}It was conducted through a questionnaire administered to 308 upper secondary mathematics teachers.

^{[33]}The sample size of this study is 600 secondary Mathematics teachers.

^{[34]}Action-Process-Object-Schema (APOS) Theory was used as a guiding framework in the data analysis of responses from eleven secondary mathematics teachers to a real-life problem situated in Taxicab geometry.

^{[35]}Network analysis is a topic in secondary mathematics education of growing importance because it offers students an opportunity to understand how to model and solve many authentic technology and engineering problems.

^{[36]}In this exploratory study, a sample of 244 secondary mathematics teachers was considered to analyze their perception of their readiness to ERT during the COVID-19 pandemic based on their technological pedagogical content knowledge (TPCK), their previous training in digital teaching tools, their level of digital competence for teaching mathematics, and their adaptation to ERT.

^{[37]}This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units.

^{[38]}The research questions are (1) in which tech domains can real-world problems be identified that can be addressed using mathematical modeling for the secondary school level? (2) Which methods do engineers use to simplify tech-related problems for non-experts in their field? (3) In which areas in the secondary mathematics curriculum can TRW problems be mapped? We present a three-phase model which yielded the creation of a pool of 169 TRW problems.

^{[39]}We report on research conducted on an assignment created for and implemented in secondary mathematics methods courses requiring PSTs to select and evaluate digital mathematics tools.

^{[40]}Students with learning disabilities (LD) continue to underperform in relation to their peers without disabilities in secondary mathematics.

^{[41]}The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers.

^{[42]}This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers).

^{[43]}However, few empirical studies to date have focused on the influence of flipped learning on student engagement in secondary mathematics classrooms.

^{[44]}This study was conducted to determine the perceptions of the Teachers and Students on the implementation of the K-12 Spiral Progression approach in teaching Secondary Mathematics at Dr.

^{[45]}In this study, we examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into their student teaching (practice) as demonstrated by their support for students’ mathematical arguments during student teaching.

^{[46]}To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands.

^{[47]}The examination of these ideas draws on data from two PD projects for secondary mathematics teachers in Israel, that are now years after their pilot phase and still being implemented.

^{[48]}This study examined how secondary mathematics preservice teachers think of the authenticity of tasks.

^{[49]}Klein’s courses for teachers were part of his efforts to improve secondary mathematics by improving teacher preparation.

^{[50]}

## Preservice Secondary Mathematics

Although the grouping method was implemented in the mathematics content course for preservice elementary teachers and the capstone course for preservice secondary mathematics teachers, it could perfectly fit different types of classrooms including grades K-12 or college level.^{[1]}Despite the recognized importance of mathematical proof in secondary education, there is a limited but growing body of literature indicating how preservice secondary mathematics teachers (PSMTs) vi.

^{[2]}With this change, teacher education programs may need to adapt how they prepare preservice secondary mathematics teachers (PSMTs) to teach statistics and require measures related to statistics teaching to assess the impact of programmatic changes and track teacher growth.

^{[3]}In this article, we examine how preservice secondary mathematics teachers’ thinking about a trigonometric relationship was impacted by a series of tasks that prompted uncertainty.

^{[4]}Examples are utilized to explicitly demonstrate how a class activity in a capstone course of preservice secondary mathematics teachers (PSMTs) could be structured for PSMTs to build MPCK.

^{[5]}This study focuses on developing the abilities of preservice secondary mathematics teachers to modify mathematical tasks through noticing-oriented activities.

^{[6]}

## Prospective Secondary Mathematics

Four classes of prospective secondary mathematics teachers (N=125), aged 18 to 19 years, participated in this quasi-experimental study.^{[1]}In this study, we examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into their student teaching (practice) as demonstrated by their support for students’ mathematical arguments during student teaching.

^{[2]}Most prospective secondary mathematics teachers complete a course in real analysis, yet view the content as unrelated to their future teaching.

^{[3]}This paper reports a study of four prospective secondary mathematics teachers’ (PSTs) attention to different sets of curriculum materials when planning lessons.

^{[4]}ABSTRACT Prospective secondary mathematics teachers are usually required to complete several university advanced mathematics courses before being certified to teach secondary mathematics.

^{[5]}Thirty prospective secondary mathematics teachers analyzed three high school students’ answers to three problems of derivatives of a function at a given point and proposed instructional actions to help them progress in their understanding.

^{[6]}

## Service Secondary Mathematics

This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher’s teacher self-efficacy is affected by the way she sees herself.^{[1]}This study attempts to analyze pre-service secondary mathematics teachers’ flexibility of external representations of domain and range of functions.

^{[2]}This study aims to give a comprehensive account of pre-service secondary mathematics teachers’ understanding of absolute value.

^{[3]}

## Lower Secondary Mathematics

Although teachers’ measured pedagogical competence is not subject-specific, it serves as a significant predictor for cognitive activation as an indispensable part of quality-oriented mathematical teaching and learning processes in the lower secondary mathematics classroom, and it contributes to students’ mathematical progress.^{[1]}A 3-year study of 209 mathematics teachers in England implementing Cornerstone Maths curriculum units for lower secondary mathematics that embed dynamic technology provides a rich data set on teachers’ curriculum enactments.

^{[2]}and Russian teachers’ topic-specific knowledge of lower secondary mathematics.

^{[3]}

## Two Secondary Mathematics

This article shows how two secondary mathematics teachers taught the concept of derivative of a function at a point and the concept of derivative function, one of them using digital technology and the other one without using it.^{[1]}Using classroom data to compare the written arguments (perceived proofs) constructed by students in two secondary mathematics classrooms with the oral arguments that the students presented in the front of their class for the same claims, I derived findings that suggest.

^{[2]}

## 600 Secondary Mathematics

600 secondary Mathematics teachers were involved.^{[1]}The sample size of this study is 600 secondary Mathematics teachers.

^{[2]}

## Senior Secondary Mathematics

This study conducted a questionnaire survey with a sample of 221 senior secondary mathematics teachers, to examine the relationships between teacher emotions and classroom instruction in the context of China.^{[1]}The study examined effect of constructivist strategy on students Achievement in Senior Secondary Mathematics in Rivers State.

^{[2]}

## Upper Secondary Mathematics

In this article, the usefulness of two communication frameworks for understanding students’ listening is examined, using data from an educational design research study in an upper secondary mathematics classroom in Sweden.^{[1]}It was conducted through a questionnaire administered to 308 upper secondary mathematics teachers.

^{[2]}

## Examine Secondary Mathematics

In this article, we examine secondary mathematics teachers’ work with resources using the Documentational Approach to Didactics lens.^{[1]}In this study, a relational survey model was used to examine secondary mathematics teachers' efficacy beliefs about teaching mathematics in terms of some variables.

^{[2]}

## Teaching Secondary Mathematics

ABSTRACT The curriculum resources used for teaching secondary mathematics vary considerably from school to school.^{[1]}This study was conducted to determine the perceptions of the Teachers and Students on the implementation of the K-12 Spiral Progression approach in teaching Secondary Mathematics at Dr.

^{[2]}

## secondary mathematics teacher

600 secondary Mathematics teachers were involved.^{[1]}The sample of the study comprised freshman (first year) and senior (fourth and fifth year) students from primary and secondary mathematics teacher education programs.

^{[2]}This paper reports the results of a survey of English secondary mathematics teachers’ use of ICT (n = 183).

^{[3]}Although the grouping method was implemented in the mathematics content course for preservice elementary teachers and the capstone course for preservice secondary mathematics teachers, it could perfectly fit different types of classrooms including grades K-12 or college level.

^{[4]}This study conducted a questionnaire survey with a sample of 221 senior secondary mathematics teachers, to examine the relationships between teacher emotions and classroom instruction in the context of China.

^{[5]}ABSTRACT This study analyses an online scenario-based instrument in which secondary mathematics teachers from across the United States were presented with episodes of mathematics instruction and then asked to make a decision at a critical juncture.

^{[6]}Given this, in this paper we describe some lessons learned creating videos for online video-based instructional modules for secondary mathematics teacher candidates, as a part of a National Science Foundation (NSF) IUSE program (Award No.

^{[7]}In this paper, we examine mathematicians’ views on the value of advanced mathematics for secondary mathematics teachers.

^{[8]}In this article, we examine secondary mathematics teachers’ work with resources using the Documentational Approach to Didactics lens.

^{[9]}This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher’s teacher self-efficacy is affected by the way she sees herself.

^{[10]}In this study, a relational survey model was used to examine secondary mathematics teachers' efficacy beliefs about teaching mathematics in terms of some variables.

^{[11]}This article shows how two secondary mathematics teachers taught the concept of derivative of a function at a point and the concept of derivative function, one of them using digital technology and the other one without using it.

^{[12]}At the small university in the northernmost city of Germany he is busy educating ongoing primary and secondary mathematics teachers.

^{[13]}This study examines the perspectives and lived experiences of 10 urban secondary mathematics teachers from two epicenters of COVID-19 in the United States regarding their transition to digital learning during the 2019–2020 academic year.

^{[14]}Four classes of prospective secondary mathematics teachers (N=125), aged 18 to 19 years, participated in this quasi-experimental study.

^{[15]}Despite the recognized importance of mathematical proof in secondary education, there is a limited but growing body of literature indicating how preservice secondary mathematics teachers (PSMTs) vi.

^{[16]}Using lesson observations, the study reported in this article explores how two practising secondary mathematics teachers implemented formative assessment actions in their classroom teaching.

^{[17]}It was conducted through a questionnaire administered to 308 upper secondary mathematics teachers.

^{[18]}The sample size of this study is 600 secondary Mathematics teachers.

^{[19]}Action-Process-Object-Schema (APOS) Theory was used as a guiding framework in the data analysis of responses from eleven secondary mathematics teachers to a real-life problem situated in Taxicab geometry.

^{[20]}In this exploratory study, a sample of 244 secondary mathematics teachers was considered to analyze their perception of their readiness to ERT during the COVID-19 pandemic based on their technological pedagogical content knowledge (TPCK), their previous training in digital teaching tools, their level of digital competence for teaching mathematics, and their adaptation to ERT.

^{[21]}The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers.

^{[22]}This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers).

^{[23]}In this study, we examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into their student teaching (practice) as demonstrated by their support for students’ mathematical arguments during student teaching.

^{[24]}The examination of these ideas draws on data from two PD projects for secondary mathematics teachers in Israel, that are now years after their pilot phase and still being implemented.

^{[25]}With this change, teacher education programs may need to adapt how they prepare preservice secondary mathematics teachers (PSMTs) to teach statistics and require measures related to statistics teaching to assess the impact of programmatic changes and track teacher growth.

^{[26]}Teacher metacognitive awareness provides a possible framework for understanding the difficulties secondary mathematics teachers face when attempting to incorporate communicative activities.

^{[27]}This study attempts to analyze pre-service secondary mathematics teachers’ flexibility of external representations of domain and range of functions.

^{[28]}In this article, we examine how preservice secondary mathematics teachers’ thinking about a trigonometric relationship was impacted by a series of tasks that prompted uncertainty.

^{[29]}University researchers (3), secondary Mathematics teachers (28), and students (250) from four rural public schools in the Hamiguitan Range participated.

^{[30]}Most prospective secondary mathematics teachers complete a course in real analysis, yet view the content as unrelated to their future teaching.

^{[31]}This paper reports a study of four prospective secondary mathematics teachers’ (PSTs) attention to different sets of curriculum materials when planning lessons.

^{[32]}ABSTRACT Prospective secondary mathematics teachers are usually required to complete several university advanced mathematics courses before being certified to teach secondary mathematics.

^{[33]}Examples are utilized to explicitly demonstrate how a class activity in a capstone course of preservice secondary mathematics teachers (PSMTs) could be structured for PSMTs to build MPCK.

^{[34]}This study focuses on developing the abilities of preservice secondary mathematics teachers to modify mathematical tasks through noticing-oriented activities.

^{[35]}This paper reports findings from a Fijian study that engaged secondary mathematics teachers in a two-day professional development workshop on the use of portfolios as an alternative means of assessing student learning in mathematics.

^{[36]}Thirty prospective secondary mathematics teachers analyzed three high school students’ answers to three problems of derivatives of a function at a given point and proposed instructional actions to help them progress in their understanding.

^{[37]}This study aims to give a comprehensive account of pre-service secondary mathematics teachers’ understanding of absolute value.

^{[38]}

## secondary mathematics classroom

In this article, the usefulness of two communication frameworks for understanding students’ listening is examined, using data from an educational design research study in an upper secondary mathematics classroom in Sweden.^{[1]}Although teachers’ measured pedagogical competence is not subject-specific, it serves as a significant predictor for cognitive activation as an indispensable part of quality-oriented mathematical teaching and learning processes in the lower secondary mathematics classroom, and it contributes to students’ mathematical progress.

^{[2]}This exploration uses exemplar cases from mathematics teaching to pave the way for an outline, in the second part of the article, of how differentiated instruction could be implemented for the mixed-ability groupings increasingly engaged in the Australian secondary mathematics classroom.

^{[3]}However, few empirical studies to date have focused on the influence of flipped learning on student engagement in secondary mathematics classrooms.

^{[4]}This chapter discusses strategies to create culturally and linguistically sensitive secondary mathematics classrooms.

^{[5]}Using classroom data to compare the written arguments (perceived proofs) constructed by students in two secondary mathematics classrooms with the oral arguments that the students presented in the front of their class for the same claims, I derived findings that suggest.

^{[6]}We report on a comparative investigation of student mathematical activity in two settings of a secondary mathematics classroom: peer interaction in small group and group interaction with the teacher.

^{[7]}Based on an investigation of research literature on the role of mathematics within the context of STEM education and twenty-first century skills, this explorative study presents and analyses 19 pre-service teachers’ lesson proposals for innovative STEM activities in secondary mathematics classrooms.

^{[8]}

## secondary mathematics education

All-round development of the everyday logic of students should be considered as one of the most important tasks of general secondary education on the whole and general secondary mathematics education in particular.^{[1]}We use two data sources to understand the likelihood that students have opportunities to construct productive meanings for function notation, variation, and average rate of change in their secondary mathematics education: meanings for these ideas supported by precalculus textbooks and meanings secondary teachers demonstrated.

^{[2]}Network analysis is a topic in secondary mathematics education of growing importance because it offers students an opportunity to understand how to model and solve many authentic technology and engineering problems.

^{[3]}To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands.

^{[4]}

## secondary mathematics curriculum

This study aims to reveal the similarities and differences in the secondary mathematics curriculums (SMC) of Turkey, Estonia, Canada, and Singapore during the 2018-2019 academic years by comparing them in terms of the curriculum components.^{[1]}Additionally, problems were developed by following the objectivesof the secondary mathematics curriculum.

^{[2]}The research questions are (1) in which tech domains can real-world problems be identified that can be addressed using mathematical modeling for the secondary school level? (2) Which methods do engineers use to simplify tech-related problems for non-experts in their field? (3) In which areas in the secondary mathematics curriculum can TRW problems be mapped? We present a three-phase model which yielded the creation of a pool of 169 TRW problems.

^{[3]}

## secondary mathematics preservice

This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units.^{[1]}This study examined how secondary mathematics preservice teachers think of the authenticity of tasks.

^{[2]}