This paper describes seven in-service teachers' interpretations of student statements about slope. The teachers interpreted sample student work, conjectured about student contributions, assessed the students' understanding, and positioned the students' statements in the mathematics curriculum. The teachers' responses provide insight into their…

This study investigated the relationship between prospective secondary mathematics teachers' perspectives and their mathematical knowledge for teaching in action. Data from two prospective teachers' practice-teachings, one in geometry and one in algebra, their lesson plans and self-reflections were analyzed with Teacher Perspectives and Knowledge…

Question asking is an important part of the learning process. One of our goals as educators is to encourage students to ask questions that focus on developing conceptual knowledge, but to do this, we first need to better understand the factors involved in student question asking. This study looks in depth at one high school mathematics teacher who…

Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to…

Question asking is an important part of the learning process. One of our goals as educators is to encourage students to ask questions that focus on developing conceptual knowledge. To do this, we first need to better understand the factors involved in student question asking. This study looks in depth at one high school mathematics teacher who…

The study's goal was to examine the metacognitive practices and problem solving by preservice secondary mathematics teachers within secondary core content areas. The effort to analyze and describe the processes led to qualitative methods, a multiple case study. Transcripts of problem solving sessions and interviews were coded for the presence of…

This paper reports on part of a wider study on the teaching and learning of the conventions of formal algebraic notation. Through the analysis of paper tasks given to teachers I argue that not only does the inherent mathematical structure have an effect on the way in which an equation is manipulated but also the visual impact of notation itself.…