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Audible conversational affordances and constraints of verbalizing professional noticing during prospective teacher lesson study Julie M. AmadorIngrid S. Carter OriginalPaper 13 April 2016 Pages: 5 - 34
More than meets the eye: patterns and shifts in middle school mathematics teachers’ descriptions of models Michelle H. WilkersonAlfredo BautistaYing Cao OriginalPaper 25 April 2016 Pages: 35 - 61
Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative Luis R. Pino-FanJuan D. GodinoVicenç Font OriginalPaper 12 May 2016 Pages: 63 - 94