Alyson E. Lischka

TL;DR: In this paper, a self-study methodology was used to analyze three MTEs' written feedback to PTs regarding their responses to students, including the process of attending to and using learners' mathematics in responses to written work.

TL;DR: This article investigated the role of mindset (i.e., fixed mindset vs. growth mindset) as elementary teachers participated in a professional development focusing on mathematics and found that although the two participants engaged in the same professional development activities, their engagement led to different interactions within those activities.

TL;DR: In this paper, a case study of teacher leaders at a state-level mathematics conference focused on how participants viewed the mathematical processes of communication, connections, representations, problem solving, and reasoning and proof.

TL;DR: This paper examined the value of discussing students' mathematical mistakes in the classroom and found that such discussions can help foster strong conceptual understanding, despite various classroom evidence that discussion of mathematical mistakes can help to foster conceptual understanding.

TL;DR: In this paper, the authors provide an overview of what is known about measuring teacher knowledge and highlight the challenges inherent in creating assessment items that focus specifically on measuring teachers' specialised knowledge for teaching.