The role of knowledge and beliefs in helping learners to progress their mathematical understanding Kim Beswick EditorialNotes 29 March 2019 Pages: 125 - 128
Teachers’ conceptions of prior knowledge and the potential of a task in teaching practice Hyung Sook LeeJacqueline CoomesJaehoon Yim OriginalPaper 27 June 2017 Pages: 129 - 151
“Children know more than I think they do”: the evolution of one teacher’s views about equitable mathematics teaching Mathew D. Felton-Koestler OriginalPaper 24 August 2017 Pages: 153 - 177
Expert mathematics teacher educators’ purposes and practices for providing prospective teachers with opportunities to develop pedagogical content knowledge in content courses Aina AppovaCynthia E. Taylor OriginalPaper 30 August 2017 Pages: 179 - 204
Using theories and research to analyze a case: learning about example use Dina TiroshPessia TsamirRuthi Barkai OriginalPaper 24 August 2017 Pages: 205 - 225