| Improving the judgment of task difficulties: prospective teachers' diagnostic competence in the area of functions and graphs |
6 |
| ABC problem in elementary mathematics education: Arithmetic before comprehension |
6 |
| Teacher characteristics and contextual factors: links to early primary teachers' mathematical beliefs and attitudes |
5 |
| Middle school teachers' differing perceptions and use of curriculum materials and the common core |
5 |
| Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative |
4 |
| Designing advanced mathematics courses to influence secondary teaching: fostering mathematics teachers' attention to scope |
4 |
| The preparation experiences of elementary mathematics specialists: examining influences on beliefs, content knowledge, and teaching practices |
4 |
| Research mathematicians as teacher educators: focusing on mathematics for secondary mathematics teachers |
4 |
| Mathematical knowledge for teaching teachers: knowledge used and developed by mathematics teacher educators in learning to teach via problem solving |
4 |
| Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of practice research in Japan |
4 |
| Preservice teachers' articulated noticing through pedagogies of practice |
4 |
| Examining change in K-3 teachers' mathematical knowledge, attitudes, and beliefs: the case of Primarily Math |
3 |
| Teaching teachers to teach Boris: a framework for mathematics teacher educator pedagogical content knowledge |
3 |
| Expert mathematics teacher educators' purposes and practices for providing prospective teachers with opportunities to develop pedagogical content knowledge in content courses |
3 |
| Supporting secondary rural teachers' development of noticing and pedagogical design capacity through video clubs |
3 |
| Exploring teachers' attention to students' responses in pattern generalization tasks |
3 |
| Pre-K-8 prospective teachers' understanding of fractions: An extension of fractions schemes and operations research |
3 |
| The development of a mathematics teacher's professional identity during her first year teaching |
3 |
| Audible conversational affordances and constraints of verbalizing professional noticing during prospective teacher lesson study |
3 |
| Primary school teachers implementing structured mathematics interventions to promote their mathematics knowledge for teaching proportional reasoning |
2 |
| The challenge of changing teaching: investigating the interplay of external and internal influences during professional learning with secondary mathematics teachers |
2 |
| Sources of shifts in pre-service teachers' patterns of attention: the roles of teaching experience and of observational experience |
2 |
| Mathematics teacher educators' perspectives on their design of content courses for elementary preservice teachers |
2 |
| Knowledge demands in teaching decimal numbers |
2 |
| Children know more than I think they do: the evolution of one teacher's views about equitable mathematics teaching |
1 |
| Teachers' conceptions of prior knowledge and the potential of a task in teaching practice |
1 |
| Promoting teacher learning: a framework for evaluating the educative features of mathematics curriculum materials |
1 |
| Which research can support PD facilitators? Strategies for content-related PD research in the Three-Tetrahedron Model |
1 |
| It's part of my life and the modelling process |
1 |
| Primary mathematics teacher education in Australia and China: What might we learn from each other? |
1 |
| Complementary assessments of prospective teachers' skill with eliciting student thinking |
1 |
| The relationship between mathematical content knowledge and mathematical pedagogical content knowledge of prospective primary teachers |
1 |
| Lesson planimation: prospective elementary teachers' interactions with mathematics curricula |
1 |
| Studying the process of becoming a teacher educator in technology-enhanced mathematics |
1 |
| More than meets the eye: patterns and shifts in middle school mathematics teachers' descriptions of models |
0 |
| Variations in coaching knowledge and practice that explain elementary and middle school mathematics teacher change |
0 |
| Teachers' talk about the mathematical practice of attending to precision |
0 |
| Teachers' beliefs about students' transfer of learning |
0 |
| Learning about issues of equity in secondary mathematics teacher education programs |
0 |
| Pre-service primary school teachers' knowledge of informal statistical inference |
0 |
| Can teachers and mathematicians communicate productively? The case of division with remainder |
0 |
| Using theories and research to analyze a case: learning about example use |
0 |
| Preschool teachers' knowledge of repeating patterns: focusing on structure and the unit of repeat |
0 |
| From disturbance to task design, or a story of a rectangular lake |
0 |
| The teacher's perspective on the separation between conjecturing and proving in high school geometry classrooms |
0 |
| A novice mathematics teacher educator-researcher's evolution of tools designed for in-service mathematics teachers' professional development |
0 |
| Examining aspects of teachers' posing of problems in response to children's mathematical thinking |
0 |
