Division K - Teaching and Teacher Education / Division K - Section 01: Teaching, Teacher Education and Professional Development in the Content Areas

Mark Hoover, University of Michigan

Secondary Math Preservice Teachers' Perceptions of Program (In)Coherence - Phi Nguyen, University of Missouri; Charles Munter, University of Missouri

Disentangling Preservice Teachers' Diagnostic Judgment Criteria - Christin Laschke, Leibniz Institute for Science and Mathematics Education; Bettina Roesken-Winter, Humboldt-Universität Berlin

Influence of Preservice Teachers' Specialized Content Knowledge Developed in Methods Course on Their Representations in Teaching Whole Numbers - Jian Wang, Texas Tech University; Raymond Flores, Texas Tech University; Minju Yi, Texas Tech University; Guoxiang Wang, UTPB STEM Academy; Hyunjin Shim, Texas Tech University

Relationship Between Representations and Cognitive Learning Tasks Developed in Preservice Teachers' Teaching of Whole Numbers - Minju Yi, Texas Tech University; Raymond Flores, Texas Tech University; Jian Wang, Texas Tech University; Elizabeth R Goldberg, Texas Tech University; Jasmine Torain, Austin Independent School District; Yvonne Casares Khan, Texas Tech University

From Coursework to the Classroom: Examining Preservice Teachers' Mathematical Dispositions - Marjorie M. Hahn, Stanford University; Lisa Marco-Bujosa, Villanova University; Rachel Stannard, Villanova University; Christa S. Bialka, Villanova University

Karie C. Brown, Georgia State University