Journal of Mathematics and Science Teacher

• Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
• Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE. https://doi.org/10.53841/bpsqmip.2022.1.33.46
• Cai, J., Hwang, S., Jiang, C., & Silber, S. (2015). Problem-posing research in mathematics education: Some answered and unanswered questions. In F. Singer, N. Ellerton, & J. Cai (Eds.), Mathematical problem posing. Research in mathematics education (pp. 3-34). Springer. https://doi.org/10.1007/978-1-4614-6258-3_1
• Chapman, O. (2015). Mathematics teachers’ knowledge for teaching problem-solving. LUMAT, 3, 19-36. https://doi.org/10.31129/lumat.v3i1.1049
• Chirinda, B. (2021). Professional development for teachers’ mathematical problem-solving pedagogy - what counts? Pythagoras, 42(1), Article a532. https://doi.org/10.4102/pythagoras.v42i1.532
• Chirinda, B., & Barmby, P. (2017). The development of a professional development intervention for mathematical problem-solving pedagogy in a localised context. Pythagoras, 38(1), Article a364. https://doi.org/10.4102/pythagoras.v38i1.364
• Chirinda, B., & Barmby, P. (2018). South African teachers’ difficulties in implementing problem solving. African Journal of Research in Mathematics, Science and Technology Education, 22(1), 3-13. https://doi.org/10.1080/18117295.2017.1420003
• Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
• Department of Basic Education. (2011). Curriculum and assessment policy statement (CAPS), mathematics, grades 7-9. Government Printing Works.
• Foster, C., Wake, G., & Swan, M. (2014). Mathematical knowledge for teaching problem solving: Lessons from lesson study. In S. Oesterle, P. Liljedahl, C. Nicol, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (vol. 3, pp. 97-104). PME.
• Grigaliūnienė, M., Lehtinen, E., Verschaffel, L., & Depaepe, F. (2025). Systematic review of research on pedagogical content knowledge in mathematics: Insights from a topic-specific approach. ZDM Mathematics Education, 57, 777-794. https://doi.org/10.1007/s11858-025-01684-1
• Halmos, P. R. (1980). The heart of mathematics. The American Mathematical Monthly, 87(7), 519-524. https://doi.org/10.1080/00029890.1980.11995081
• Jacinto, H., & Carreira, S. (2023). Knowledge for teaching mathematical problem-solving with technology: An exploratory study of a mathematics teacher’s proficiency. European Journal of Science and Mathematics Education, 11(1), 105-122. https://doi.org/10.30935/scimath/12464
• Koichu, B., & Kontorovich, I. (2013). Dissecting success stories on mathematical problem posing: A case of the billiard task. Educational Studies in Mathematics, 83(1), 71-86. https://doi.org/10.1007/s10649-012-9431-9
• Komatsu, K., Shinno, Y., Stylianides, A. J., & Stylianides, G. J. (2025). Development of local theories in design-based research in mathematics education. Educational Studies in Mathematics, 120, 407-4283. https://doi.org/10.1007/s10649-025-10398-w
• Lester Jr, F. K. (1994). Musings about mathematical problem solving research 1970-1994. Journal for Research in Mathematics Education, 25(6), 660-675. https://doi.org/10.2307/749578
• Li, X., Zhou, W., Hwang, S., & Cai, J. (2022). Learning to teach mathematics through problem posing: Teachers’ beliefs and their instructional practices. International Journal of Educational Research, 115, Article 102038. https://doi.org/10.1016/j.ijer.2022.102038
• Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem solving. In P. Felmer, E. Pehkonen, & J. Kilpatrick (Eds.), Posing and solving mathematical problems. Research in mathematics education (pp. 361-386). Springer. https://doi.org/10.1007/978-3-319-28023-3_21
• McKenney, S., & Reeves, T. (2018). Conducting educational design research (2nd ed.). Routledge. https://doi.org/10.4324/9781315105642
• Piñeiro, J. L., Chapman, O., Castro-Rodríguez, E., & Castro, E. (2021). Prospective elementary teachers’ pedagogical knowledge for mathematical problem solving. Mathematics, 9(15), Article 1811. https://doi.org/10.3390/math9151811
• Polya, G. (1957). How to solve it. Princeton University Press.
• Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211-246. https://doi.org/10.3102/00346543075002211
• Santos-Trigo, M. (2024). Problem solving in mathematics education: Tracing its foundations and current research-practice trends. ZDM Mathematics Education, 56, 211-222. https://doi.org/10.1007/s11858-024-01578-8
• Schoenfeld, A. H. (1985). Mathematical problem-solving. Academic Press.
• Schreiber, I. (2025).Teaching mathematical word problem-solving in middle school: Teachers’ knowledge and their associated self-efficacy and beliefs. Discover Education, 4, Article 85. https://doi.org/10.1007/s44217-025-00479-6
• Solomon, Y., Eriksen, E., & Bjerke, A. H. (2023). Teacher learning towards equitable mathematics classrooms. Education Sciences, 13(9), Article 960. https://doi.org/10.3390/educsci13090960
• Tibane, C. C., Mafa-Theledi, O. N., Masebe, T. P., & Mathye, P. (2024). Examining the effect of resource constraints on teaching and learning of grade 12 mathematics in Gauteng community learning centres. International Journal of Learning, Teaching and Educational Research, 23(10), 453-474. https://doi.org/10.26803/ijlter.23.10.22
• Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
• Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE. https://doi.org/10.53841/bpsqmip.2022.1.33.46
• Cai, J., Hwang, S., Jiang, C., & Silber, S. (2015). Problem-posing research in mathematics education: Some answered and unanswered questions. In F. Singer, N. Ellerton, & J. Cai (Eds.), Mathematical problem posing. Research in mathematics education (pp. 3-34). Springer. https://doi.org/10.1007/978-1-4614-6258-3_1
• Chapman, O. (2015). Mathematics teachers’ knowledge for teaching problem-solving. LUMAT, 3, 19-36. https://doi.org/10.31129/lumat.v3i1.1049
• Chirinda, B. (2021). Professional development for teachers’ mathematical problem-solving pedagogy - what counts? Pythagoras, 42(1), Article a532. https://doi.org/10.4102/pythagoras.v42i1.532
• Chirinda, B., & Barmby, P. (2017). The development of a professional development intervention for mathematical problem-solving pedagogy in a localised context. Pythagoras, 38(1), Article a364. https://doi.org/10.4102/pythagoras.v38i1.364
• Chirinda, B., & Barmby, P. (2018). South African teachers’ difficulties in implementing problem solving. African Journal of Research in Mathematics, Science and Technology Education, 22(1), 3-13. https://doi.org/10.1080/18117295.2017.1420003
• Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
• Department of Basic Education. (2011). Curriculum and assessment policy statement (CAPS), mathematics, grades 7-9. Government Printing Works.
• Foster, C., Wake, G., & Swan, M. (2014). Mathematical knowledge for teaching problem solving: Lessons from lesson study. In S. Oesterle, P. Liljedahl, C. Nicol, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (vol. 3, pp. 97-104). PME.
• Grigaliūnienė, M., Lehtinen, E., Verschaffel, L., & Depaepe, F. (2025). Systematic review of research on pedagogical content knowledge in mathematics: Insights from a topic-specific approach. ZDM Mathematics Education, 57, 777-794. https://doi.org/10.1007/s11858-025-01684-1
• Halmos, P. R. (1980). The heart of mathematics. The American Mathematical Monthly, 87(7), 519-524. https://doi.org/10.1080/00029890.1980.11995081
• Jacinto, H., & Carreira, S. (2023). Knowledge for teaching mathematical problem-solving with technology: An exploratory study of a mathematics teacher’s proficiency. European Journal of Science and Mathematics Education, 11(1), 105-122. https://doi.org/10.30935/scimath/12464
• Koichu, B., & Kontorovich, I. (2013). Dissecting success stories on mathematical problem posing: A case of the billiard task. Educational Studies in Mathematics, 83(1), 71-86. https://doi.org/10.1007/s10649-012-9431-9
• Komatsu, K., Shinno, Y., Stylianides, A. J., & Stylianides, G. J. (2025). Development of local theories in design-based research in mathematics education. Educational Studies in Mathematics, 120, 407-4283. https://doi.org/10.1007/s10649-025-10398-w
• Lester Jr, F. K. (1994). Musings about mathematical problem solving research 1970-1994. Journal for Research in Mathematics Education, 25(6), 660-675. https://doi.org/10.2307/749578
• Li, X., Zhou, W., Hwang, S., & Cai, J. (2022). Learning to teach mathematics through problem posing: Teachers’ beliefs and their instructional practices. International Journal of Educational Research, 115, Article 102038. https://doi.org/10.1016/j.ijer.2022.102038
• Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem solving. In P. Felmer, E. Pehkonen, & J. Kilpatrick (Eds.), Posing and solving mathematical problems. Research in mathematics education (pp. 361-386). Springer. https://doi.org/10.1007/978-3-319-28023-3_21
• McKenney, S., & Reeves, T. (2018). Conducting educational design research (2nd ed.). Routledge. https://doi.org/10.4324/9781315105642
• Piñeiro, J. L., Chapman, O., Castro-Rodríguez, E., & Castro, E. (2021). Prospective elementary teachers’ pedagogical knowledge for mathematical problem solving. Mathematics, 9(15), Article 1811. https://doi.org/10.3390/math9151811
• Polya, G. (1957). How to solve it. Princeton University Press.
• Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211-246. https://doi.org/10.3102/00346543075002211
• Santos-Trigo, M. (2024). Problem solving in mathematics education: Tracing its foundations and current research-practice trends. ZDM Mathematics Education, 56, 211-222. https://doi.org/10.1007/s11858-024-01578-8
• Schoenfeld, A. H. (1985). Mathematical problem-solving. Academic Press.
• Schreiber, I. (2025).Teaching mathematical word problem-solving in middle school: Teachers’ knowledge and their associated self-efficacy and beliefs. Discover Education, 4, Article 85. https://doi.org/10.1007/s44217-025-00479-6
• Solomon, Y., Eriksen, E., & Bjerke, A. H. (2023). Teacher learning towards equitable mathematics classrooms. Education Sciences, 13(9), Article 960. https://doi.org/10.3390/educsci13090960
• Tibane, C. C., Mafa-Theledi, O. N., Masebe, T. P., & Mathye, P. (2024). Examining the effect of resource constraints on teaching and learning of grade 12 mathematics in Gauteng community learning centres. International Journal of Learning, Teaching and Educational Research, 23(10), 453-474. https://doi.org/10.26803/ijlter.23.10.22

APA

Chirinda, B. (2026). Mathematics teachers’ problem-solving content knowledge for teaching in disadvantaged contexts: Insights from a design-based intervention. Journal of Mathematics and Science Teacher, 6(2), em098. https://doi.org/10.29333/mathsciteacher/17922

Vancouver

Chirinda B. Mathematics teachers’ problem-solving content knowledge for teaching in disadvantaged contexts: Insights from a design-based intervention. Journal of Mathematics and Science Teacher. 2026;6(2):em098. https://doi.org/10.29333/mathsciteacher/17922

AMA

Chirinda B. Mathematics teachers’ problem-solving content knowledge for teaching in disadvantaged contexts: Insights from a design-based intervention. Journal of Mathematics and Science Teacher. 2026;6(2), em098. https://doi.org/10.29333/mathsciteacher/17922

Chicago

Chirinda, Brantina. "Mathematics teachers’ problem-solving content knowledge for teaching in disadvantaged contexts: Insights from a design-based intervention". Journal of Mathematics and Science Teacher 2026 6 no. 2 (2026): em098. https://doi.org/10.29333/mathsciteacher/17922

Harvard

Chirinda, B. (2026). Mathematics teachers’ problem-solving content knowledge for teaching in disadvantaged contexts: Insights from a design-based intervention. Journal of Mathematics and Science Teacher, 6(2), em098. https://doi.org/10.29333/mathsciteacher/17922

MLA

Chirinda, Brantina "Mathematics teachers’ problem-solving content knowledge for teaching in disadvantaged contexts: Insights from a design-based intervention". Journal of Mathematics and Science Teacher, vol. 6, no. 2, 2026, em098. https://doi.org/10.29333/mathsciteacher/17922