Journal of Mathematics and Science Teacher

• Aké, L. Godino, J. D., Gonzato, M., & Wilhelmi, M. R. (2013). Proto-algebraic levels of mathematical thinking. In A. M. Lindmeier, & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 1-8). PME.
• Akinsola, M. K. (2013). Helping teacher tame under achievement in mathematics: The attitude dimension [Paper presentation]. Oyo State Mathematical Association of Nigeria Conference held at The Trenchard Hall, University of Ibadan, Ibadan, Nigeria.
• An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7(2), 145-172. https://doi.org/10.1023/B:JMTE.0000021943.35739.1c
• Ashikhia, D. A. (2010). Students and teachers’ perceptions of the causes of poor academic performance in Ogun State secondary schools (Nigeria): Implication for counseling for national development. http://www.eurojournal.com/ejss
• Badru, A. K. (2016). Problem-based instructional strategy and numerical ability as determinants of senior secondary scores in mathematics. Journal of Education and Practice, 7(13), 89-95.
• Baker, M. & Chick, H. (2006). Pedagogical content knowledge for teaching primary mathematics: A case study of two teachers. http://www.merga.net.au/documents/RP32006.pdf
• Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29, 14-22.
• Bassey, S. W., Joshua, M. T., & Asim, A.E. (2009). Gender differences and mathematics scores of rural senior secondary students in Cross River State, Nigeria. Proceedings of International Conference to Review Research in Science, Technology and Mathematics Education, 2(3), 12-18.
• Batanero, C., & Diaz, C. (2011). Training school teachers to teach probability: Reflections and challenges. Chilean Journal of Statistics, 3(1), 3-13. http://chjs.deuv.cl/iFirst_art/ChJS010202.pdf
• Bessong, F. E., Ubana, U. A., & Udo, D. E. (2013). Status of the quality of teaching and learning mathematics in Nigerian colleges of education. Academic Journal of Interdisciplinary Studies, 2(5), 17-24. https://doi.org/10.5901/ajis.2013.v2n5p17
• Beswick, K. (2012). Teachers’ beliefs about school mathematics and mathematicians’ mathematics and their relationship to practice. Educational Studies in Mathematics 79, 127-147. https://doi.org/10.1007/s10649-011-9333-2
• Bolaji, C. (2005). A study of factors influencing students’ attitude towards mathematics in the junior secondary schools; mathematics teaching in Nigeria.
• Booth, J. L., Barbieri, C., Eyer, F., & Paré-Blagoev, E. J. (2014). Persistent and pernicious errors in algebraic problem solving. The Journal of Problem Solving, 7(1), 3. https://doi.org/10.7771/1932-6246.1161
• Cai, J., & Knuth, E. (2011). Early algebraization. A global dialogue from multiple perspectives. Springer-Verlag. https://doi.org/10.1007/978-3-642-17735-4
• Carraher, D. W., & Schliemann, A. L. (2007). Early algebra and algebraic reasoning. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 669-705). Information Age Publishing, Inc. & NCTM.
• Cengiz, N., Kline, K., & Grant, T. J. (2011). Extending students’ mathematical thinking during whole-group discussion. Journal of Mathematics Teacher Education, 14(5), 355-374. https://doi.org/10.1007/s10857-011-9179-7
• Chick, H. L., & Baker, M. K. (2005). Investigating teachers’ responses to student misconceptions. http://www.emis.de/proceedings/PME29
• Chick, H., Baker, M., Pham, T., & Cheng, H. (2006). Aspects of teachers’ pedagogical content knowledge for decimals. In Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30^th Conference of theInternational Group for the Psychology of Mathematics Education (pp. 297-304). Charles University.
• Chow, T. C. F. (2011). Students’ difficulties, conceptions and attitudes towards learning algebra: An intervention study to improve teaching and learning [Doctoral dissertation, Curtin University].
• Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12-25. https://doi.org/10.1016/j.tate.2013.03.001
• de Vos, A. S., Strydom, H., Fouche, C. B., & Delport, C. S. (2011). Research at grass roots. (4 th Ed.). Pretoria: Van Schaik.
• Egodawatte, G. (2011). Secondary school student’s misconceptions in algebra, Department of Curriculum, Teaching and Learning, University of Toronto [PhD thesis, Texas A&M University].
• Filloy, E., Puig, L., & Rojano, T. (2008). Educational algebra. A theoretical and empirical approach. Springer. https://doi.org/10.1007/978-0-387-71254-3
• Godino, J. D., Aké, L., Gonzato, M., & Wilhelmi, M. R. (2014).Niveles de algebrización de la actividad matemática escolar. Implicaciones para la formación de maestros [Levels of algebrization of school mathematical activity. Implications for teacher training]. Enseñanza de las Ciencias [Science Education], 32(1), 199-219. https://doi.org/10.5565/rev/ensciencias.965
• Grevholm, B. (2011). Vad händer inom forskning rörande genus och matematik? Några observationer och reflektioner om aktuella trender [What is happening in research on gender and mathematics? Some observations and reflections on current trends]. In B. Melander, & C. Rudälv (Eds.), Kvinnor och matematik: Konferens den 14-16 juni 2009: Konferensrapport [Women and Mathematics: Conference June 14-16, 2009: Conference Report] (pp. 21-33). Umeå Universitet.
• Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press.
• Gunawardena, E. (2011). Secondary school students’ misconceptions in algebra [Doctoral thesis, University of Toronto].
• Ishola, P. L. (2002). Problem-solving instrumental strategies, student numerical ability and gender as determinants of learning outcomes in senior secondary school physics [Unpublished PhD thesis]. University of Ibadan.
• Isiksal, M. (2016).Pre-service teachers’ performance in their university coursework and mathematical self-efficacy beliefs: What is the role of gender and year in program? The Mathematics Educator, 5(2), 8-16.
• Kajander, A., Keene, A. J., Siddo, R., & Zerpa, C. (2006). Effects of professional development on intermediate teachers’ knowledge and beliefs related to mathematics. Final research report: Programming remediation, implementation and support in mathematics (PRISM) Northwestern Ontario project. Ontario Ministry of Education.
• Kieran, C. (2007). The learning and teaching of school algebra. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 390-419). Macmillan.
• Latterell, C. M. (2008, May). A snapshot of ten pre-service secondary mathematics teachers. IUMPST: The Journal, 1 (Content Knowledge).
• Lim, W., & Guerra, P. (2013). Using a pedagogical content knowledge assessment to inform a middle grades mathematics teacher preparation program. Georgia Educational Researcher, 10(2) 1-16. https://doi.org/10.20429/ger.2013.100201
• Ling, G. C. L., Shahrill, M., & Tan, A. (2016). Common misconceptions of algebraic problems: Identifying trends and proposing possible remedial measures. Advanced Science Letters, 22(5-6), 1547-1550. https://doi.org/10.1166/asl.2016.6675
• Lubienski, S. T., & Ganley, C. M. (2017). Research on gender and mathematics. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 649-666). National Council of Teachers of Mathematics.
• Ma, X. (2004). Current trend in gender differences in mathematics performance: An international update [Paper presentation]. The 10^th International Congress on Mathematics Education, Denmark.
• Makonye, J. P., & Stepwell N. (2016). Eliciting learner errors and misconceptions in simplifying rational algebraic expressions to improve teaching and learning. International Journal of Educational Sciences, 12(1), 16-28. https://doi.org/10.1080/09751122.2016.11890408
• Moyer, P. S., & Milewicz, E. (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education, 5(4), 293-315. https://doi.org/10.4000/questionsdecommunication.7090
• Mulungye, M. M., O’Connor, M., & Ndethiu, S. (2016). Sources of student errors and misconceptions in algebra and effectiveness of cassroom practice remediation in Machakos County--Kenya. Journal of Education and Practice, 7(10), 31-33.
• National Commission for Colleges of Education (NCCE) (2009). Minimum standards for NCE teachers and general education (4th Ed.). Abuja.
• Otun, W. I., & Olaoye, A. A. (2019). Enhancing the conceptual, procedural and flexible procedural knowledge of pre-service mathematics teachers in algebra. Journal of Research and Advances in Mathematics Education, 4(2), 1-14. https://doi.org/10.23917/jramathedu.v4i2.8363
• Park, S., & Oliver, J.S. (2007). Revisiting the conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261-284. https://doi.org/10.1007/s11165-0079049-6
• Polya, G. (1988). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton University Press.
• Pournara, C., Sanders, Y., Adler, J., & Hodgen, J. (2016). Learners’ errors in secondary algebra: Insights from tracking a cohort from grade 9 to grade 11 on a diagnostic algebra test. Pythagoras, 37(1), 1-10. https://doi.org/10.4102/pythagoras.v37i1.334
• Salman, M. F., Mohammed, A. S., Ogunlade, A. A., & Ayinla, J. O. (2012). Causes of mass failure in senior school certificate mathematics examinations as viewed by secondary school teachers and students in Ondo, Nigeria. Journal of Education and Practice, 3(8).
• Schoenfeld, A. H. (2007). The complexities of assessing teacher knowledge. Measurement: Interdisciplinary Research and Perspectives, 5(2), 198-204. https://doi.org/10.1080/15366360701492880
• Seng, L. K. (2010). An error analysis of form 2 (grade 7) students in simplifying algebraic expressions: A descriptive study. Electronic Journal of Research in Educational Psychology, 8(1), 139-162.
• Shulman, L. S. (1886). Those who understand; knowledge grow in teaching. Educational Researcher, 2(15), 4-14. https://doi.org/10.3102/0013189X015002004
• Shulman, L. S. (1987). Knowledge and teaching; foundation of the new reform. Harvard Folucational Review, 57, 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
• Tanisli, D., & Kose, N. Y. (2013). Pre-service mathematics teachers’ knowledge of students about the algebraic concepts. Australian Journal of Teacher Education, 38(2). https://doi.org/10.14221/ajte.2013v38n2.1
• Tichá, M., & Hošpesová, A. (2009). Problem posing and development of pedagogical content knowledge in pre-service teacher training [Paper presentation]. The meeting of CERME 6, Lyon.
• Toluk-Ucar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25, 166-175. https://doi.org/10.1016/j.tate.2008.08.003
• Tremblay, P. F., Gardner, R., & Heipel, G. (2000). A model of the relationships among measures of affect, aptitude, and performance in introductory statistics. Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement, 32(1), 40. https://doi.org/10.1037/h0087099
• Zerpa, C., & Kajander, A. (2008). The development of junior intermediate pre-service teachers’ mathematical knowledge and values [Unpublished masters’ dissertation]. Lakehead University.
• Zuya, E. H. (2014). Mathematics teachers’ ability to investigate students’ thinking processes about some algebraic concepts. Journal of Education and Practice, 5(25), 117-213.

APA

Otun, W. I. (2022). Strengthening pre-service mathematics teachers’ knowledge of students’ thought processes, students’ misconceptions and text analysis skill. Journal of Mathematics and Science Teacher, 2(2), em014. https://doi.org/10.29333/mathsciteacher/12230

Vancouver

Otun WI. Strengthening pre-service mathematics teachers’ knowledge of students’ thought processes, students’ misconceptions and text analysis skill. Journal of Mathematics and Science Teacher. 2022;2(2):em014. https://doi.org/10.29333/mathsciteacher/12230

AMA

Otun WI. Strengthening pre-service mathematics teachers’ knowledge of students’ thought processes, students’ misconceptions and text analysis skill. Journal of Mathematics and Science Teacher. 2022;2(2), em014. https://doi.org/10.29333/mathsciteacher/12230

Chicago

Otun, Wasiu Ismaila. "Strengthening pre-service mathematics teachers’ knowledge of students’ thought processes, students’ misconceptions and text analysis skill". Journal of Mathematics and Science Teacher 2022 2 no. 2 (2022): em014. https://doi.org/10.29333/mathsciteacher/12230

Harvard

Otun, W. I. (2022). Strengthening pre-service mathematics teachers’ knowledge of students’ thought processes, students’ misconceptions and text analysis skill. Journal of Mathematics and Science Teacher, 2(2), em014. https://doi.org/10.29333/mathsciteacher/12230

MLA

Otun, Wasiu Ismaila "Strengthening pre-service mathematics teachers’ knowledge of students’ thought processes, students’ misconceptions and text analysis skill". Journal of Mathematics and Science Teacher, vol. 2, no. 2, 2022, em014. https://doi.org/10.29333/mathsciteacher/12230