Abstract Following Star (2005, 2007), we continue to problematize the entangling of type
and quality in the use of conceptual knowledge and procedural knowledge. Although those …

A key feature of contemporary times is the high degree of complexity that impacts all spheres
and aspects of today's society, particularly within education. This complexity, deriving from a …

In this study we aimed to characterize the development of prospective mathematics teachers'
noticing in an online teacher education program. Prospective teachers wrote narratives …

Our research in the last decade has been into classroom situations that we perceive to make
demands on mathematics teachers' disciplinary knowledge of content and pedagogy …

We propose that what teachers can say or write about their views of mathematics and about
a range of pedagogic strategies and didactic tactics that they use is of minor importance …

Mathematics classrooms in which students engage in argumentation constitute a favourable
context to analyse how teachers recognize and incorporate student contingencies. Through …

The importance of mathematical problem solving has long been recognized, yet its
implementation in classrooms remains a challenge. In this paper we put forth the notion of …

Assessment for learning (AfL) practices are commonly recommended as effective classroom
strategies for providing teachers with information about student understanding. For teachers …

This paper highlights the second phase of a multi-university research project focusing on
improving secondary prospective mathematics teachers' abilities to respond to student …

This study aims to analyze possible connections among the noticing skills of pre-service
mathematics teachers, and specifically the skills of attending to students' thinking …