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Teacher Knowledge

Research Reports

	Striving for equity in mathematics education: learning to teach mathematics for social justice Tonya Gau Bartell

	The role of challenging mathematics content Margret A. Hjalmarson

	Function composition as combining transformations: lessons learned from the first iteration of an instructional experiment Sean Larsen, Luis Saldanha

	Expectations vs. reality of the use of mathematics textbooks in elementary schools Dora Santos, Jaime Cruz, Guadalupe Macías

	How does pedagogical content knowledge emerge from classroom teaching? Jennifer Seymour

Short Orals

	Reforming mathematics teaching and learning in elementary schools: teacher learning, student learning, and the role of communities of practice Linda Davenport, Catherine Grant, Andy Carter

	Developing knowledge and beliefs for teaching: focusing on children’s mathematical thinking David Feikes, David Pratt, Sarah Hough

	University mathematics professors’ perceptions of pre-service secondary mathematics content preparation Carla Gerberry, Angela Hodge, Erin Moss, Megan Staples

	A seminar on teaching college algebra:understanding the pedagogical experiences of pre-service secondary matheamtics teachers Angie Hodge

	Factors effecting middle school teachers’ choice of authoritative discourse in teaching mathematics George Gadanidis, Donna Kotsopoulos, Kyle W. Guembel

	Through the looking glass: perspectives on the evolution of learning communities through the lens of intersubjectivity Patrick Thompson, Chris Miller

	Developing reflective practitioners: a case study of preservice elementary math teachers' lesson study Bindu E. Pothen, Aki Murata

	Teachers as learners: a study of learning to teach mathematics from the perspective of the beginning teacher Marcy Wood, Lisa M. Jilk

Posters

	Fraction multiplication: teacher and student understanding and interpretation in a reform-based classroom Daniel Brink

	From weakness to richness: the case of Brenda Wendy Sanchez

	Intuitive probability in action: a case in elementary number theory Egan Chernoff, Rina Zazkis

	Preservice secondary school mathematics teachers' knowledge of trigonometry: cofunctions Cos Fi

	Teaching as learning: mathematics graduate students' development of knowledge of student thinking about limits David Kung, Natasha Speer, Beste Gucler

	A case study of a teacher's evolving practices in supporting students’ mathematics and literacy development Joanna O. Masingila

	Alternative teaching strategies' affect on inservice secondary mathematics teachers' attitudes and beliefs about mathematics pedagogy James A. Mendoza Epperson, Jenny M. Peters

	Teacher, knowledge, and mathematics teaching Clara Nosegbe

	Understanding the impact of a school – university mathematics reform partnership in high-risk urban schools Patricia P. Tinto, Nancy Zarach

	From standards to learners: how much intended curriculum are students experiencing? Troy P. Regis, Dawn Teuscher

	Teachers’ mathematical and pedagogical awareness in calculus teaching Despina Potari, Theodossios Zachariades, Constantinos Christou, George Kyriazis, Dimitra Pitta-Pantazi