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  • Horn (2008)
    {{Title|Adaptive Professional Development: A Pedagogy for Inservice Teacher Education}} The paper ''Adaptive Professional Development: A Pedagogy for Inservice Teacher Education'' is an unpublished manuscript
    247 bytes (29 words) - 04:33, 4 November 2013
  • Marrongelle, Sztajn, & Smith (2013)
    {{Title|Scaling Up Professional Development in an Era of Common State Standards}} ...le to other disciplines. As such, we discuss implications for professional development more broadly.
    2 KB (201 words) - 01:32, 6 May 2015
  • Hodges & Cady (2013)
    {{Title|Blended-Format Professional Development and the Emergence of Communities of Practice}} The article ''Blended-Format Professional Development and the Emergence of Communities of Practice'' was written by [[Thomas Hodg
    3 KB (363 words) - 05:35, 1 November 2013
  • Swan (2007)
    {{Title|The Impact of Task-Based Professional Development on Teachers' Practices and Beliefs: A Design Research Study}} ...basis for the design of the tasks, the tasks themselves and a professional development programme in which they were used by teachers drawn from 44 colleges. Teach
    2 KB (258 words) - 02:24, 6 May 2015
  • Malcolm Swan
    ...[[Swan, Pead, Doorman, & Mooldijk (2013)|Designing and using professional development resources for inquiry-based learning]]. ''[[ZDM]]'', 45(7), 945–957. doi: ...wan|Swan, M.]] (2007). [[Swan (2007)|The impact of task-based professional development on teachers' practices and beliefs: A design research study]]. ''[[Journal
    626 bytes (75 words) - 02:20, 6 May 2015
  • Swan, Pead, Doorman, & Mooldijk (2013)
    {{Title|Designing and Using Professional Development Resources for Inquiry-Based Learning}} ...implementation of inquiry-based learning (IBL). We describe the iterative development of the resources in England with over 100 mathematics teachers from seconda
    2 KB (243 words) - 02:19, 6 May 2015
  • Ferrini-Mundy, Burrill, & Schmidt (2007)
    ...ty for Implementing Curricular Coherence: Mathematics Teacher Professional Development Tasks}} ...ty for implementing curricular coherence: Mathematics teacher professional development tasks. ''Journal of Mathematics Teacher Education'', 10(4-6), 311–324. ht
    2 KB (265 words) - 01:45, 23 May 2015
  • Boston (2013)
    ...ary Mathematics Teachers' Knowledge to Their Experiences in a Professional Development Workshop}} ...sks and videotaped discussions and written artifacts from the professional development sessions. A mixed methods approach was used to identify connections between
    3 KB (390 words) - 04:58, 5 May 2015
  • Elliott et al. (2009)
    ...tle|Conceptualizing the Work of Leading Mathematical Tasks in Professional Development}} ...d employ practices for orchestrating discussions to achieve the purposeful development of teachers' specialized knowledge of mathematics for teaching.
    3 KB (418 words) - 20:33, 29 May 2021
  • Taylor (2011)
    {{Title|Supporting Children's Mathematical Understanding: Professional Development Focused on Out-of-School Practices}} ...ment Framework is presented both as a tool to support further professional development efforts and as a means to describe stability and change in teachers' effort
    3 KB (380 words) - 06:49, 16 August 2014
  • Franke, Carpenter, Levi, & Fennema (2001)
    ...e|Capturing Teachers' Generative Change: A Follow-Up Study of Professional Development in Mathematics}} ...''Capturing Teachers' Generative Change: A Follow-Up Study of Professional Development in Mathematics'' was written by [[Megan Franke]], [[Thomas Carpenter]], [[L
    3 KB (397 words) - 18:13, 3 November 2013
  • National Council of Teachers of Mathematics
    ...of Mathematics (NCTM) is the largest [[Category:Professional Organizations|professional organization]] dedicated to the teaching and learning of mathematics. == Meetings and Professional Development ==
    1 KB (116 words) - 23:24, 31 August 2016
  • Professional Development for Teachers of Mathematics (1994 NCTM Yearbook)
    Part 1: Professional Development Issues and Perspectives <li>Professional Development and Teacher Autonomy by Kathryn Castle and Douglas B. Aichele</li>
    4 KB (587 words) - 00:43, 26 June 2021
  • Boston & Smith (2009)
    ...the data indicated that, following their participation in the professional development initiative, project teachers more frequently selected high-level tasks as t ** Transformative Professional Development for Teachers of Mathematics
    4 KB (432 words) - 04:12, 5 December 2013
  • Boston & Smith (2011)
    {{Title|A 'Task-Centric Approach' to Professional Development: Enhancing and Sustaining Mathematics Teachers' Ability to Implement Cognit ...e points in time: before and after their participation in the professional development initiative and during a follow-up data collection 2 years later. Data inclu
    3 KB (355 words) - 20:31, 29 May 2021
  • Jacobs, Lamb, & Philipp (2010)
    {{Title|Professional Noticing of Children's Mathematical Thinking}} The construct professional noticing of children's mathematical thinking is introduced as a way to begi
    4 KB (485 words) - 17:22, 3 May 2015
  • Van Es & Sherin (2010)
    This article examines a model of professional development called "video clubs" in which teachers watch and discuss excerpts of videos ...eaching,Professional development,Teacher learning,Video-based professional development},
    2 KB (304 words) - 02:03, 6 May 2015
  • Johnson, Severance, Penuel, & Leary (2016)
    ...in the moment and retrospectively, the need for designers of professional development focused on standards implementation to be adaptive and willing to evolve ac [[Category:Professional Development]]
    3 KB (362 words) - 18:12, 27 March 2016
  • Collopy (2003)
    {{Title|Curriculum Materials as a Professional Development Tool: How a Mathematics Textbook Affected Two Teachers' Learning}} ...lyses indicated that curriculum materials can be an effective professional development tool, but perhaps not for all teachers. 1 teacher's instructional focus and
    3 KB (364 words) - 05:50, 31 March 2014
  • Wilson, Sztajn, Edgington, & Confrey (2013)
    ...nowledge for teaching. We conclude with considerations for researchers and professional developers seeking to support teachers in learning about learning trajector [[Category:Professional Development]]
    2 KB (309 words) - 05:14, 23 May 2015
  • Amanda Hubbard
    ...i & Hubbard (2008)|New directions for the design and study of professional development: Attending to the coevolution of teachers' participation across contexts]].
    381 bytes (41 words) - 19:29, 3 November 2013
  • JoAnn Cady
    ...Cady|Cady, J.]] (2013). [[Hodges & Cady (2013)|Blended-format professional development and the emergence of communities of practice]]. ''[[Mathematics Education R
    390 bytes (47 words) - 05:52, 1 November 2013
  • Thomas Hodges
    ...Cady|Cady, J.]] (2013). [[Hodges & Cady (2013)|Blended-format professional development and the emergence of communities of practice]]. ''[[Mathematics Education R
    415 bytes (51 words) - 05:52, 1 November 2013
  • Karen Marrongelle
    ...M.]] (2013). [[Marrongelle, Sztajn, & Smith (2013)|Scaling up professional development in an era of common state standards]]. ''[[Journal of Teacher Education]]''
    421 bytes (46 words) - 01:28, 6 May 2015
  • William Schmidt
    ...ty for implementing curricular coherence: Mathematics teacher professional development tasks]]. ''[[Journal of Mathematics Teacher Education]]'', 10(4-6), 311–3
    447 bytes (48 words) - 01:29, 23 May 2015
  • Melissa Boston
    ...ary mathematics teachers' knowledge to their experiences in a professional development workshop]]. ''[[Journal of Mathematics Teacher Education]]'', 16(1), 7–31 ...(2011). [[Boston & Smith (2011)|A "task-centric approach" to professional development: Enhancing and sustaining mathematics teachers' ability to implement cognit
    2 KB (171 words) - 01:10, 6 May 2015
  • Rebekah Elliott
    ...09)|Conceptualizing the work of leading mathematical tasks in professional development]]. ''[[Journal of Teacher Education]]'', 60(4), 364–379. doi:10.1177/0022
    459 bytes (49 words) - 18:13, 3 May 2015
  • Cobb & Jackson (2011) MTED
    * Journal: [[Mathematics Teacher Education and Development]] ...leaders in mathematics, and district leaders' practices in supporting the development of school-level capacity for instructional improvement.
    3 KB (458 words) - 06:59, 16 August 2014
  • Schoenfeld (2004)
    ...pens when a mathematics education researcher gets involved in professional development?]] In M. Niss (Ed.), The 10th [[International Congress on Mathematical Educ
    706 bytes (82 words) - 21:26, 4 November 2013
  • Rachel Collopy
    ...lopy, R.]] (2003). [[Collopy (2003)|Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers' learning]]. ''[[The
    634 bytes (76 words) - 06:00, 31 March 2014
  • Arbaugh & Brown (2005)
    ...way that is non-threatening and at the same time effectively supports the development of teachers' pedagogical content knowledge [Shulman (1986). Educational Res * The Professional Development Experience
    3 KB (400 words) - 20:31, 29 May 2021
  • Elham Kazemi
    ...09)|Conceptualizing the work of leading mathematical tasks in professional development]]. ''[[Journal of Teacher Education]]'', 60(4), 364–379. doi:10.1177/0022 ...i & Hubbard (2008)|New directions for the design and study of professional development: Attending to the coevolution of teachers' participation across contexts]].
    2 KB (230 words) - 19:05, 28 May 2015
  • Edd Taylor
    ...ylor (2011)|Supporting children's mathematical understanding: professional development focused on out-of-school practices]]. ''[[Journal of Mathematics Teacher Ed ...rchasing practice of low-income students: The relationship to mathematical development]]. ''[[Journal of the Learning Sciences]]'', 18(3), 370–415. doi:10.1080/
    1 KB (135 words) - 18:59, 27 March 2016
  • Margaret Smith
    ...M.]] (2013). [[Marrongelle, Sztajn, & Smith (2013)|Scaling up professional development in an era of common state standards]]. ''[[Journal of Teacher Education]]'' ...(2011). [[Boston & Smith (2011)|A "task-centric approach" to professional development: Enhancing and sustaining mathematics teachers' ability to implement cognit
    3 KB (330 words) - 20:27, 25 June 2021
  • Perspectives on the Teaching of Mathematics (2004 NCTM Yearbook)
    ...ulated Algebra Curriculum: Examples from the NCTM Academy for Professional Development by Jennifer M. Bay-Williams, Elizabeth M. Skipper, and Susan K. Eddins</li> <li>The Reflective Teaching Model: A Professional Development Model for In-Service Mathematics Teacher by Lynn C. Hart, Deborah Najee-Ull
    3 KB (465 words) - 14:58, 26 June 2021
  • Taylor (2013)
    ...tern US was examined before and after engagement in a form of professional development focused on more purposeful and flexible curriculum use. A multiple case stu ** The Professional Development Course
    4 KB (579 words) - 19:21, 21 January 2014
  • Cobb, Dean, & Zhao (2006)
    [[Category:Professional Development]]
    821 bytes (103 words) - 02:46, 4 November 2013
  • Linda Levi
    ...)|Capturing teachers’ generative change: A follow-up study of professional development in mathematics]]. American Educational Research Journal, 38(3), 653–689.
    872 bytes (98 words) - 21:40, 30 November 2012
  • Paola Sztajn
    ...M.]] (2013). [[Marrongelle, Sztajn, & Smith (2013)|Scaling up professional development in an era of common state standards]]. ''[[Journal of Teacher Education]]''
    1 KB (134 words) - 05:32, 23 May 2015
  • Marjorie Henningsen
    ...nting standards-based mathematics instruction: A casebook for professional development]] (2nd ed., p. 182). New York, NY: Teachers College Press.
    1 KB (123 words) - 04:09, 21 October 2013
  • Jere Confrey
    ...-Williams|J. M. Bay-Williams]] & [[William Speer|W. R. Speer]] (Eds.), ''[[Professional collaborations in mathematics teaching and learning: Seeking success for al ...5). [[Confrey & Smith (1995)|Splitting, covariation, and their role in the development of exponential functions]]. ''[[Journal for Research in Mathematics Educati
    3 KB (404 words) - 06:07, 23 May 2015
  • Joan Ferrini-Mundy
    ...ty for implementing curricular coherence: Mathematics teacher professional development tasks]]. ''[[Journal of Mathematics Teacher Education]]'', 10(4-6), 311–3
    1 KB (135 words) - 01:28, 23 May 2015
  • Davis, Choppin, Roth McDuffie, & Drake (2013)
    * Institution: The Warner Center for Professional Development and Education Reform, Warner School of Education, University of Rochester
    1 KB (150 words) - 05:29, 25 November 2013
  • Main Page
    More by type: [[:Category:Professional Organizations|Professional Organizations]] &middot; [[:Category:Conferences|Conferences]] * ''[[Boaler (2002) FLM|The Development of Disciplinary Relationships: Knowledge, Practice and Identity in Mathemat
    5 KB (572 words) - 17:01, 4 June 2021
  • Horn (2010)
    ...ons can support teachers' informal learning, supporting the development of professional communities. * Discussion: Conversational Resources for Professional Learning
    5 KB (636 words) - 04:21, 1 November 2013
  • Boston & Wilhelm (2015)
    ...ran teachers, long-term use of Standards-based curricula, and professional development initiatives.
    2 KB (209 words) - 01:15, 6 May 2015
  • Making Sense of Fractions, Ratios, and Proportions (2002 NCTM Yearbook)
    <li>The Development of Students' Knowledge of Fractions and Ratios by [[John Smith III|John P. <li>Children's Development of Meaningful Fraction Algorithms: A Kid's Cookies and a Puppy's Pills by J
    3 KB (477 words) - 19:06, 26 June 2021
  • Amy Roth McDuffie
    ...tics teachers’ use of curricular reasoning in a collaborative professional development project]]. In [[Janine Remillard|J. T. Remillard]], [[Beth Herbel-Eisenmann
    2 KB (197 words) - 20:30, 25 June 2021
  • Cognitively Guided Instruction
    ...udents employ while working on addition and subtraction word problems. The development of CGI and research concerning it was influential for the way it integrated ...addition and subtraction word problems. Their aim was to investigate "the development of children's abilities to solve verbal addition and subtraction problems a
    8 KB (1,110 words) - 01:49, 5 July 2015
  • Boston (2012)
    ...le school teachers in a mid-sized urban district, following a professional development initiative and the adoption of standards-based mathematics curricula. The I
    2 KB (232 words) - 18:50, 26 November 2013
  • Edward Silver
    ...nting standards-based mathematics instruction: A casebook for professional development]] (2nd ed., p. 182). New York, NY: Teachers College Press.
    2 KB (203 words) - 22:44, 27 May 2015
  • Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All (2012 NCTM Yearbook)
    ''Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for Al I. Frameworks for Professional Collaborations: Which Components of Collaborations Matter Most?
    10 KB (1,342 words) - 14:29, 9 July 2021
  • Understanding Geometry for a Changing World (2009 NCTM Yearbook)
    <li>Fostering Geometric Thinking in the Middle Grades: Professional Development for Teachers in Grades 5-10 by Mark Driscoll, Michael Egan, Rachel Wing DiM <li>Theorems Discovered by Students Inspire Teachers' Development by Antonio Quesada</li>
    3 KB (412 words) - 17:27, 26 June 2021
  • DiSessa (2004)
    ** Designed Representations for Enhancing Conceptual Development ** Joint Development of Representational and Conceptual Competence
    3 KB (410 words) - 02:24, 14 November 2013
  • Algebra in the Early Grades
    <li>[[Smith III & Thompson (2008)|Quantitative Reasoning and the Development of Algebraic Reasoning]] by [[John Smith III|John P. (Jack) Smith III]] and ...Battey (2008)|Content Matters: Algebraic Reasoning in Teacher Professional Development]] by [[Megan Franke|Megan Loef Franke]], [[Thomas Carpenter|Thomas P. Carpe
    4 KB (502 words) - 21:01, 17 May 2015
  • NCTM Yearbooks
    ...Development for Teachers of Mathematics (1994 NCTM Yearbook)|Professional Development for Teachers of Mathematics]] (1994) ...matics Teaching and Learning: Seeking Success for All (2012 NCTM Yearbook)|Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for Al
    9 KB (1,044 words) - 16:02, 26 June 2021
  • Kazemi & Hubbard (2008)
    {{Title|New Directions for the Design and Study of Professional Development: Attending to the Coevolution of Teachers' Participation Across Contexts}} Research on professional development (PD) typically focuses on what teachers learn as a result of their particip
    15 KB (2,107 words) - 08:46, 3 May 2015
  • Brown & Edelson (2003)
    ...s for the design of curriculum materials and curriculum-based professional development.
    2 KB (318 words) - 03:32, 26 August 2014
  • Thomas Carpenter
    ...)|Capturing teachers’ generative change: A follow-up study of professional development in mathematics]]. American Educational Research Journal, 38(3), 653–689.
    2 KB (243 words) - 08:47, 30 November 2012
  • Kazemi & Franke (2004)
    [[Category:Professional Development]]
    2 KB (296 words) - 08:30, 3 May 2015
  • Motivation and Disposition: Pathways to Learning Mathematics (2011 NCTM Yearbook)
    <li>Identity Development: Critical Component for Learning in Mathematics<br> <li>Mark's Development of Productive Disposition and Motivation<br>
    7 KB (901 words) - 21:28, 9 July 2021
  • A Research Companion to Principles and Standards for School Mathematics
    <li>[[Mewborn (2003)|Teaching, Teachers' Knowledge, and Their Professional Development]] by [[Denise Mewborn]]</li> <li>[[Ferrini-Mundy & Martin (2003)|Using Research in Policy Development: The Case of the National Council of Teachers of Mathematics' ''Principles
    4 KB (534 words) - 21:00, 17 May 2015
  • Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction
    ...elationship between teacher research and commercial mathematics curriculum development]] by [[The El Barrio-Hunter College PDS Partnerships Writing Collective]]</ ...rials at Different Stages of Implementation and at Different Points on the Professional Continuum
    18 KB (2,187 words) - 21:03, 17 May 2015
  • Emerging Practices in Mathematics Education (1954 NCTM Yearbook)
    <li>A Curriculum Development to Capitalize on the Interrelationships of the Many Areas of Mathematics by <li>The Development of a Differentiated Mathematics Curriculum by Dale Carpenter</li>
    6 KB (934 words) - 05:44, 26 June 2021
  • Alan Schoenfeld
    ...pens when a mathematics education researcher gets involved in professional development?]] In M. Niss (Ed.), The 10th [[International Congress on Mathematical Educ
    3 KB (337 words) - 22:48, 27 May 2015
  • Remillard & Bryans (2004)
    ...n,curriculum,elementary K-8,materials (texts,other resources),professional development,teacher beliefs},
    3 KB (396 words) - 05:53, 31 March 2014
  • Educative curriculum materials
    ...', curriculum adoption should be seen as an opportunity for [[professional development]] and teacher cooperation targeted at increasing [[teacher learning]] and e ...e of educative curriculum materials in the absence of ongoing professional development. Both were veteran teachers, with Ms. Clark having 26 years of experience a
    10 KB (1,358 words) - 17:14, 27 March 2016
  • David Webb
    [[David Webb|Webb, D. C.]] (2009). [[Webb (2009)|Designing professional development for assessment]]. ''[[Educational Designer]]'', 1(2), 1–26. Retrieved fro
    3 KB (332 words) - 06:36, 29 October 2013
  • Megan Franke
    ...)|Capturing teachers’ generative change: A follow-up study of professional development in mathematics]]. ''[[American Educational Research Journal]]'', 38(3), 653
    3 KB (361 words) - 05:09, 3 December 2015
  • Boaler (2002) FLM
    {{Title|The Development of Disciplinary Relationships: Knowledge, Practice and Identity in Mathemat ...sional mathematicians. Pickering saw two main types of agency at work when professional mathematicians made mathematical advances: a human agency to propose new ap
    11 KB (1,572 words) - 04:54, 21 November 2013
  • Lehrer (2009)
    ...material means, and forms of argument&mdash;function to promote epistemic development. These ideas are illustrated in an extended program of design research orie *** Teacher professional development
    14 KB (1,902 words) - 01:44, 28 April 2015
  • A History of School Mathematics (NCTM book)
    ...iques au Québec: L'émergence D'une Spécialité / Mathematics Education as a Professional Field in Quebec: The Historical Roots by [[Paul Lavoie]]</li> <li>Mathematics Enrollments and the Development of the High School in the United States, 1910-1994 by [[David Angus|David L
    6 KB (880 words) - 17:27, 1 July 2021
  • Mathematics education conferences
    |Best Practices in Teaching Mathematics: How Math Teaching Matters||Teachers Development Group||Oregon||06: June||National||https://www.teachersdg.org/institutes.as |Leadership Seminar on Mathematics Professional Development||Teachers Development Group||Oregon||03: March||National||https://www.teachersdg.org/institutes.a
    10 KB (1,284 words) - 16:01, 9 September 2016
  • Brown (2009)
    * The Design of Professional Development ...Cite|Spillane|1999}}), policies ({{Cite|Spillane|1998}}), and professional development ({{Cite|Putnam & Borko|2000}}; {{Cite|Wilson & Berne|1999}}). Other studies
    17 KB (2,325 words) - 15:12, 17 August 2014
  • Mary Kay Stein
    ...nting standards-based mathematics instruction: A casebook for professional development]] (2nd ed., p. 182). New York, NY: Teachers College Press.
    3 KB (420 words) - 20:26, 25 June 2021
  • Kieran (2007)
    *** Research Involving the Algebra Teacher Within a Context of Professional Development or Inservice Training
    5 KB (637 words) - 19:35, 6 May 2014
  • Davis & Krajcik (2005)
    ...ltimately enacted ({{Cite|Clandinin & Connelly|1991}}). While professional development should also support teacher learning ({{Cite|Putnam & Borko|2000}}), educat ...design process should be iterative and reflective, with testing cycles and development cycles grounded in theory. Davis and Krajcik call their set of descriptors
    11 KB (1,464 words) - 17:44, 4 August 2014
  • Ball & Cohen (1996)
    ...', curriculum adoption should be seen as an opportunity for [[professional development]] and teacher cooperation targeted at increasing [[teacher learning]] and e
    5 KB (618 words) - 01:44, 31 March 2014
  • Schneider & Krajcik (2002)
    ...materials in a workshop and approximately another 30 hours in professional development around problem-based science. That was followed by three Saturday sessions ...ng the broader scope of curriculum may be better addressed in professional development, agreeing with findings by [[Borko & Mayfield (1995)]] and [[Grossman & Ric
    13 KB (1,766 words) - 01:41, 31 March 2014
  • Compendium for Research in Mathematics Education
    <li>The Role of Theory Development in Increasing the Subject Specificity of Research on Mathematics Teaching b <li>Research on Mathematics Professional Development by [[Paola Sztajn]], [[Hilda Borko]], and [[Thomas Smith|Thomas M. Smith]]<
    7 KB (933 words) - 05:55, 4 June 2021
  • Davis, Beyer, Forbes, & Stevens (2011)
    ...ials. The paper discusses implications for teacher education, professional development, and educative curriculum materials.
    5 KB (655 words) - 20:04, 10 November 2013
  • Elizabeth Fennema
    ...)|Capturing teachers’ generative change: A follow-up study of professional development in mathematics]]. ''[[American Educational Research Journal]], 38''(3), 653 ...eachers’ self-sustaining, generative change in the context of professional development. ''[[Teaching and Teacher Education]], 14''(1), 67-80. https://doi.org/10.1
    15 KB (1,998 words) - 23:47, 26 June 2021
  • Ball, Thames, & Phelps (2008)
    ...of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the study wa ...uld be used to create new and improved teaching materials and professional development, and better understand what it takes to be an effective teacher.
    11 KB (1,562 words) - 21:40, 29 May 2021
  • Gutiérrez (2018)
    ...ay they relate to mathematics and their students. These strategies and the development of political conocimiento can help teachers "play the game" of the dominant ...ve teachers includes seminars, teacher partnerships, critical professional development, an after-school mathematics club, and mentoring ({{Cite|Gutiérrez|2015}};
    11 KB (1,500 words) - 06:58, 29 October 2017
  • Remillard (2005)
    *** Remillard's Arenas of Curriculum Development ...[[Smith (2000)]] described how a ''Standards''-based text and professional development combined both provide new ideas and conflict with previously held beliefs a
    14 KB (1,879 words) - 03:52, 11 May 2014
  • Mathematics educators on Twitter
    ...at] || United Kingdom-based discussions related to continuing professional development in maths education. See [https://twitter.com/mathscpdchat @mathscpdchat] fo ...athwithkids.com/) that helps parents support their children's mathematical development.
    16 KB (2,422 words) - 17:50, 6 December 2016
  • Stein, Remillard, & Smith (2007)
    * Teachers' professional identity ([[Remillard & Bryans (2004)|Remillard & Bryans, 2004]]) * Teacher professional communities ([[Cobb, McClain, de Silva Lamberg & Dean (2003)|Cobb, McClain,
    26 KB (3,419 words) - 19:46, 23 May 2015
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