Vol. 20 No. 1 (2018)

Published: 2018-03-14

Editorial

Mathematics Education: A Broad Field

Robin Averill, Fiona Ell, Jodie Hunter
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Articles

Exploring Connections between Content Knowledge, Pedagogical Content Knowledge, and the Opportunities to Learn Mathematics: Findings from the TEDS-M Dataset

Eileen Murray, Kelley Durkin, Theodore Chao, Jon R Star, Rozy Vig
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Detailing Relational Interactions in Urban Elementary Mathematics Classrooms

Dan Battey, Rebecca A. Neal
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Identity Work of a Prospective Teacher: An Argumentation Perspective on Identity

Carlos Nicolas Gomez
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The Nature of Feedback Given to Elementary Student Teachers from University Supervisors after Observations of Mathematics Lessons

Catherine Schwartz, Temple A. Walkowiak, Lisa Poling, Kerri Richardson, Drew Polly
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Learning from Teaching Teachers: A Lesson Experiment in Area and Volume with Prospective Teachers

Michelle T Chamberlin, Megan Candelaria
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Examining the Impact of a Framework to Support Prospective Secondary Teachers' Transition from 'Doer' to 'Teacher' of Mathematics

Hea-Jin Lee, Asli Ozgun-Koca, Michael S Meagher, Michael Todd Edwards
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Examining Preservice Secondary Mathematics Teachers’ Responses to Student Work to Solve Linear Equations

Stephanie Casey, Kristin Lesseig, Debra Monson, Erin Krupa
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Collaboration between Mathematics Facilitators and Preschool Teachers during the Innovative “Senso-Math” Preschool Program

Dina Hassidov, Bat-Sheva Ilany
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