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* Journal: [[Action in Teacher Education]] ...ng WCD. Areas of strength and concern are highlighted so that teachers and teacher leaders have a better understanding of how to structure and implement WCD a

...effective instruction to improve student learning]]. ''[[Action in Teacher Education]], 35''(5-6), 475–488. http://doi.org/10.1080/01626620.2013.846765

{{Title|Towards an Empirically Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale}} * Journal: [[Mathematics Teacher Education and Development]]

...ckson is an assistant professor of mathematics education in the College of Education at the University of Washington. She received her Ph.D. at the University o * Faculty page: https://education.uw.edu/people/faculty/karajack

...for the way it integrated the study of student learning with the study of teacher decision-making. ...ilities to solve verbal addition and subtraction problems and particularly in the processes and strategies used by children." ([http://eric.ed.gov/?id=ED

<li>Professional Development and Teacher Autonomy by Kathryn Castle and Douglas B. Aichele</li> <li>Teacher Education as an Exercise in Adaptation by [[Thomas Cooney|Thomas J. Cooney]]</li>

...and published in the ''[[Journal for Research in Mathematics Education]]'' in 2011. The article is available from NCTM at http://www.nctm.org/publication ...ctions. These actions represent how teachers and students can act in inter-action with other agents to foster students' generalizing activities. Two classroo

...|National||http://www.aera.net/EventsMeetings/tabid/10063/Default.aspx||An education conference with a math ed special interest group |Annual AMTE Conference||Association of Mathematics Teacher Educators (AMTE)||United States||01: January/February||National||http://amt

...Gibbons, & Cobb (2012)|Launching complex tasks]]. ''[[Mathematics Teaching in the Middle School]]'', 18(1), 24–29. ...ng the quality of mathematics teaching at scale]]. ''[[Mathematics Teacher Education and Development]]'', 13(1), 6–33.

* Journal: [[Journal of Teacher Education]] ...achers come to make sense of primary artifacts, depictions, and enactments in and through PD.

Elizabeth Hammer Fennema is professor emerita of mathematics education at the University of Wisconsin-Madison and is a 2021 recipient of NCTM's Li Fennema, E. & Nelson, B. S. (Eds.) (1997). ''Mathematics teachers in transition''. Lawrence Erlbaum Associates.