Vol. 24 No. 2 (2022)

Articles

• Using the Co-creation of Approximations of Practice to Build Teachers' Capacity to Facilitate Mathematical Discussions

  Barbara King, Carmen Petrick Smith, Jeehyun Park, Shemail Fatima, Elizabeth Forde

  pp. 1-18

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• Lebanese Pre-service Teachers’ Dispositions and Efficacy Beliefs in an Early Years Mathematics Methods Course

  Maria Yamak, Youmen Chaaban

  pp. 19-32

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• Professional Development to Support Elementary Mathematics and Co-teaching Practices: Collaborations Between General and Special Education

  Kristin Harbour, Stefanie D. Livers, Sara C. McDaniel, Jim Gleason, Joan M. Barth

  pp. 33-56

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• Using an Analytic Model to Gauge the Potential of Innovative Pedagogies of Approximation in Mathematics Teacher Education

  Amanda Brown, Patricio Herbst, Kristi Hanby

  pp. 57-85

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• Investigating Mathematics Pre-service Teachers’ Knowledge for Teaching: Focus on Quadratic Equations

  Jill Newton, Christina Alvey, Rick Hudson

  pp. 86-110

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• Mathematics Anxiety: Identity Work in a Gifted Prospective Elementary Teacher’s Mathematics-related Personal Narratives

  Kathleen Jablon Stoehr, Anne Lawrence

  pp. 111-124

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