Examining mathematics teachers’ conceptions, practices, and opportunities for change
Sustainable changes in teacher practices: a longitudinal analysis of the classroom practices of high school mathematics teachers
Developing understanding of mathematical modeling in secondary teacher preparation
Deepening research on the mathematics teacher
What they notice in video: a study of prospective secondary mathematics teachers learning to teach
Video-stimulated recall as a catalyst for teacher professional learning
A school-based professional development programme for teachers of mathematical modelling in Singapore
Decentering: A construct to analyze and explain teacher actions as they relate to student thinking
Opportunities to notice: Chinese prospective teachers noticing students’ ideas in a distance formula lesson
Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection
The effect of teacher education programs on future elementary mathematics teachers’ knowledge: a fivecountry analysis using TEDS-M data
Research on mathematics teachers as partners in task design
Supporting teachers’ technological pedagogical content knowledge of fractions through co-designing a virtual manipulative
Teachers, tasks, and tensions: lessons from a research– practice partnership
Task design for ways of working: making distinctions in teaching and learning mathematics
Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios
Roles of a teacher and researcher during in situ professional development around the implementation of mathematical modeling tasks
Reflective analysis as a tool for task redesign: The case of prospective elementary teachers solving and posing fraction comparison problems
New perspectives for didactical engineering: an example for the development of a resource for teaching decimal number system
Professional learning through the collaborative design of problem-solving lessons