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This study is part of the international survey studies on teachers' beliefs concerning the integration of children's literature in mathematics teaching and learning, and this paper reports the findings of the thematic analysis of open-ended survey responses elicited from 287 primary school teachers and teacher trainees in Taiwan. Using the seminal social psychology theory, the Theory of Planned Behaviour (Ajzen in "Organizational Behavior and Human Decision Processes," "50," 179-211, 1991) to frame the findings, this study highlights 11 perceived barriers and 11 perceived enablers that are thought to influence the teachers' intention to integrate children's literature in their mathematics teaching. More specifically, we identified time constraint, lack of pedagogical knowledge and confidence, and resource constraint as being the most-cited perceived barriers, while pedagogical benefits, desire to improve teaching, and enabling social norms were identified as the top perceived enablers. Ultimately, this article offers several recommendations to address some of these key perceived barriers.

The purpose of this study is to compare the differences of four essential aspects (i.e., representational forms, contextual features, cognitive demand levels, and response types) embedded in mathematical problems within the topics of numbers and operations in mathematics textbooks used in Finland, Indonesia, Malaysia, Singapore, and Taiwan. This study employed a content analysis method to analyze the four aspects in the most representative textbook from each country. Results showed varied development of the four aspects and indicated different priorities being emphasized in each country's textbook. For instance, Singaporean textbooks have the highest percentage of mathematical problems that require higher levels of cognitive demands. Textbooks in Indonesia, Malaysia, Finnish, and Singapore contain more opportunities to engage with purely mathematical forms, with a percentage higher than 40%. Other findings concerning the four aspects can help to understand students' potential engagement with mathematics teaching and learning at elementary schools in the five countries.

Numbers and operations is widely considered the most essential domain in elementary school grades. Nevertheless, elementary students in Indonesia have consistently performed unsatisfactorily on this domain in several international mathematics assessments. This study examined 308 Indonesian sixth grade students' current performance(s), misconception(s), and confidence level(s) on a three-tier test containing 40 number sense-related questions. The results showed that most of the students performed unsatisfactorily (indicating low number sense) with a relatively high level of confidence and exhibited considerable misconceptions. The percentage of the correct responses (i.e. answers and reasons) was approximately 46.48% for the 40 questions. Specifically, only 25 students (8.12%) had good number sense, while 60.71% of the students held either strong or moderate misconceptions. The students' strong misconceptions were identified. In addition, other remarkable findings are presented and discussed. Furthermore, the implications of the results and the suggestions for future research are described.

This study analyzed how the earliest teaching and learning of probability was organized in Singapore, the US, and Indonesia through an analysis of textbook as an intended mathematics curriculum. An analytical framework was developed comprising four perspectives: representational forms, cognitive demand levels, contextual features, and organization of topics and its uniqueness. This study disclosed that the organization of the earliest teaching and learning of probability in the three countries focused on approximately similar topics, such as basic concepts of probability and probability measurements, although they were intended for different educational levels. Nevertheless, the uniqueness of the organization indicated that students in the three countries may receive different opportunity-to-learn in the earliest teaching and learning of probability in schools. In addition, Singaporean textbook had more exposure to higher-cognitive demand levels and written forms, while the US textbook put more concerns on lower-level demands and visual forms, Indonesian textbook included more proportions of lower- cognitive demand levels and written forms. Moreover, the three textbooks provided considerable opportunity to engage in real-life situations. Considering these results, more studies analyzing other standards-based textbooks and teaching practices might be needed to have further understanding of the organization of probability teaching and learning in schools.