Vol. 23 No. 4 (2021)

Published: 2021-12-02

Editorial

Editorial: Addressing Beliefs about Mathematics and Improving Teacher Noticing

Robyn Reaburn, Tracey Muir, Carol Murphy, Noleine Fitzallen
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Articles

Secondary Preservice Teachers’ Anticipated Objectives and Practices for Teaching Mathematics

Colleen Vale, Sandra Herbert
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Examining Preservice Elementary Teachers’ Epistemological Beliefs, View about Mathematics, and the Effect of their Prior Mathematics Experience

Soon Lee, JaeHwan Byun, Mara Alagic, Fuchang Liu
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Struggles Pre-Service Teachers Experience When Taking a Pre-symbolic Algebra Content Course

Siobahn Suppa, Charles Hohensee
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The Lesson Play Experience: Professional Development of a Teacher

Rebekaah Stenner, Rina Zazkis
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Prospective Teachers’ Pedagogical Considerations of Mathematical Connections: A Framework to Motivate Attention to and Awareness of Connections

Jonathan Kyle Foster, Hwa Young Lee
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Making Learning Visible: Cases of Teacher Candidates Learning to Respond to Errors Through Multiple Approximations of Practice

Erin E. Baldinger, Matthew P. Campbell
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Pre-service Teachers' Learning from Significant Opportunities for Improvement in a Positive Error Culture

Randall E. Groth, Jennifer A. Bergner
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360 Video as an Immersive Representation of Practice: Interactions between Reported Benefits and Teacher Noticing

Karl Wesley Kosko, Tracy Weston, Julie Amador
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