Natasha M. Speer

TL;DR: In this paper, a detailed analysis of how teacher beliefs interact with goals and influence the moment-to-moment actions of teaching is presented, where specific beliefs organized to influence the selection and prioritization of goals that then influenced the actions of each teacher.

TL;DR: In this article, a distinction is made between what teachers state (professed beliefs) and what is reflected in teachers' practices (attributed beliefs), and it is asserted that the perceived discrepancy between professed and attributed beliefs may actually be an artifact of the methods used to collect and analyze relevant data and particular conceptualizations of beliefs implicit in the research designs.

TL;DR: In this paper, the authors present a review of peer-reviewed journals where scholarship on collegiate mathematics teaching is published and distinguish instructional activities and teaching practice and present six categories of published scholarship that consider collegiate teaching but are not descriptive empirical research on teaching practice.

TL;DR: In this article, the authors examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom and hypothesize several component practices necessary for the successful use of analytic scaffolding.

TL;DR: In this article, the authors focused on fine-grained details of beliefs, practices, and connections between them, and found that particular units of analysis (collections of beliefs) are useful for investigating connections between beliefs and specific practices.