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1. Students’ conceptions of mathematics as sensible (SCOMAS) framework

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2. Inquirying about student work in a professional development school context: A case of cross-role triads

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3. Preservice Secondary Mathematics Teachers' Learning of Purposeful Questioning and Judicious Telling for Promoting Students' Mathematical Thinking

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4. The Impact of Instruction Through Models on Preservice Teachers' Understanding of Fraction Multiplication and Division

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5. Understanding Mentoring Practices in a Professional Development School Partnership

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6. Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks

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7. Collaborative planning for an elementary mathematics methods course in a third space: The role of expertise in a community of practice

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8. The Influence of Practitioner Research on Teacher Candidates' Beliefs

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9. MATHEMATICS TEACHERS’ CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND

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10. Mathematics Teacher Educators' Roles, Talks, and Knowledge in Collaborative Planning Practice: Opportunities for Professional Development

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11. ELEMENTARY SCHOOL TEACHERS’ CONCEPTIONS OF THE COMMON CORE STANDARDS FOR MATHEMATICAL PRACTICE

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12. AN ETHNOGRAPHIC CASE STUDY OF CONTEMPORARY BENGALI STUDENTS’ ‘ADDA’ (HANG-OUT) IN ONE UNIVERSITY IN KOLKATA: ALTERNATIVE PATHWAYS TO LEARNING, OR A COMPLETE WASTE OF TIME?

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13. DEVELOPING ELEMENTARY PRE-SERVICE TEACHERS’ MATHEMATICAL KNOWLEDGE FOR TEACHING: ENGAGING IN AN ADAPTED LESSON STUDY CYCLE

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14. Taking Read-Alouds Seriously: An Examination of Picturebook Read-Aloud Discussions with Teacher Candidates and Their Instructor

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15. Jumpin’ with Jubilee: An ethnographic case study of Inclusion and the Emotional Lives of a Bilingual Pre-Kindergarten Classroom in Washington, D.C.

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16. Play, Pretend, And Promote: Supporting Early Childhood Preservice Teachers’ Professional Development Through Creative Drama

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