The articles in this issue of the Journal of Mathematics Teacher Education report about
studies of mathematics teachers’ conceptions, the practices that comprise their classroom
instruction, and opportunities to enhance conceptions and practices. As a set, the studies
examine the conceptions and instruction of prospective elementary teachers, prospective
and inservice secondary teachers, and a mathematics teacher educator in contexts that
include a professional development program in the USA and university teacher education
courses in the USA and Israel. Guided by diverse perspectives, data sources include task￾based interviews, classroom observations, and prospective teachers’ written work and
reflections. This collection of articles shares novel analytic tools and reports original
findings that contribute in important ways to our knowledge base in mathematics teacher
education.

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Tersedia

• Examining mathematics teachers’ conceptions, practices, and opportunities for change

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