Articles in this issue
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DEEPENING TEACHERS’ UNDERSTANDINGS OF MATHEMATICAL AND PEDAGOGICAL CONNECTEDNESS: THE WALK-ACROSS TASK
The study here exams ways in which mathematics professional development providers and teachers can examine new forms of mathematics standards to deepen understanding about the subtle differences from prior standards. -
TEACHERS’ PERCEPTIONS OF OBSERVING REFORM-ORIENTED DEMONSTRATION LESSONS
Read more about TEACHERS’ PERCEPTIONS OF OBSERVING REFORM-ORIENTED DEMONSTRATION LESSONS
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PROFESSIONAL DEVELOPMENT MODELS AT SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) FOCUSED HIGH SCHOOLS
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ESTABLISHING A COMMUNITY OF PRACTICE FOR COOPERATING TEACHERS
This article reports on a qualitative study examining the establishment of a community of practice among cooperating teachers in secondary mathematics. Data were collected during several semi structured group and individual interviews and analyzed using qualitative coding methods.Read more about ESTABLISHING A COMMUNITY OF PRACTICE FOR COOPERATING TEACHERS
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LEARNING TO LEAD PROFESSIONAL LEARNING COMMUNITIES IN MATHEMATICS
Professional learning communities are increasingly seen as a generative and sustainable method of in-service teacher development in mathematics.Read more about LEARNING TO LEAD PROFESSIONAL LEARNING COMMUNITIES IN MATHEMATICS