AMTE

A Five-Year, Multiple-Cohort, Longitudinal Study of TPACK Components Related to Program Design - Jeremy Zelkowski, University of Alabama

Aligning Lesson Study With Professional Development Aims - Jonathan David Bostic, Bowling Green State University; Gabriel Matney, Bowling Green State University

An Activity Connecting Geometry to the Real-World: Preservice Middle School Teachers’ Perceptions - Sheri Johnson, University of Georgia

An Examination of a Preservice Elementary Teacher's Visions and Enactment of High Quality Mathematics - Ashley Whitehead, North Carolina State University

Beginning to Use Asynchronous Forum Discussions in a Face-to-Face Geometry Class - Bryan Fede, University of North Carolina, Chapel Hill

Beyond the Move: A Coding Scheme for Teacher Responses to High Leverage Student Thinking - Annick Rougee, University of Michigan; Blake Peterson, Brigham Young University; Keith Leatham, Brigham Young University

Classroom Inquiry as a Means of Developing Teachers and Promoting More Equitable Classrooms - Derek Joseph Sturgill, Ohio University; Courtney Koestler, Ohio University

Co-Planning Strategies for Mentor Teachers and Interns - Maureen Grady, East Carolina University; Charity Cayton, East Carolina University; Ron Preston, East Carolina University; Alexandra Funsch, East Carolina University

Developing Future Mathematics Teacher Educators Through the Use of Hypothetical Learning Trajectories - Ashley Duncan, Arizona State University

Developing Materials for Practice-Based Teacher Education - Dana Lynn Grosser-Clarkson, University of Maryland; Elizabeth Fleming, University of Maryland; Eileen Drusjack, University of Maryland

Developing Preservice Teachers’ Reform-Oriented Instructional Practices Through a Middle Level Mathematics Endorsement Program - Allison Therese deVincenzi, Washington State University, Vancouver; David Slavit, Washington State University, Vancouver

Developing Teacher Understanding of the Standards of Mathematical Practice Through Practice-Based Professional Learning Communities - Kathryn Teresa Ernie, University of Wisconsin, River Falls

Developing a Framework of Outcomes for Mathematics Teacher Learning: Mathematics Educators Engage in Collaborative Self-Study - Eula Ewing Monroe, Brigham Young University; Damon L. Bahr, Brigham Young University

Differentiated Professional Development for Student-Centered Technology Integration - Mark S. Montgomery, Stephen F. Austin State University

Effectively Encouraging Preservice Teachers to Plan Lessons With a Clear Purpose - Jessica Audet de la Cruz, Assumption College

Elementary Preservice Teachers' Experiences Analyzing Student Work Through a Pen Pal Letter Writing Exchange - Kristen Apraiz, University of Florida

Exploring Preservice Mathematics Teachers’ Understanding of Mathematical Modeling With Three Independent Variables - Kimberly Corum, University of Virginia

How Preservice Teachers Use Representations in Their Proportional Reasoning - Kim Helene Johnson, West Chester University

How Teacher Learning Communities Improve Teacher Practice - Dori Hargrove, Shepherd University; Margret Hjalmarson, George Mason University

Improving Feedback to Students Through Online Professional Development - Jason Silverman, Drexel University

Improving Mindfulness, Mindset, Anxiety, and Content Knowledge in Mathematics Preservice Teachers - Natasha Erika Gerstenschlager, Western Kentucky University

Integrating Middle School Teachers’ Ideas About Students’ Thinking and Content Knowledge Through Number Talks - Dawn Marie Woods, Southern Methodist University

Investigation Into the Ways in Which Preservice Teachers Perceive the Common Core Mathematical Practices - Brian Bowen, West Chester University

iPad Implementation with HeadStart Students Employing a Mixed Method Design - Amy Beth Adkins, University of Nevada, Las Vegas

Learning to Notice Children’s Mathematics Across Contexts Through a Prospective Elementary Teacher Working Group - Lynette DeAun Guzman, Michigan State University

Leveraging Grouping Typologies Towards Community Cultivation - Anthony Matranga, Drexel University

Mentoring Elementary Mathematics Specialists in Their Transition From the University to the Classroom - Kayla Myers, Georgia State University; Nicole Venuto, Georgia State University

Mentors Making Mathematics Meaningful: A University/Title I Elementary School Partnership Building Confidence for Future Teachers - Betsy Berry, Hoosier Association of Mathematics Teacher Educators; Kaitlyn D Biere, Indiana University, Fort Wayne

Noticing of Discourse Moves: An Exploratory Study of Secondary Mathematics and Science Preservice Teachers - Jo'el Johanson, Northern Arizona University

Partnering to Improve Middle School Teachers' Proportional Reasoning - Virginia Vimpeny Lewis, Longwood University; Maria A Timmerman, Longwood University; Leah Shilling, Longwood University

Practices That Support In-The-Moment Teacher Productive Noticing: A Case Study of an Expert Teacher - Didem Akyuz, Middle East Technical University; Michelle Stephan, University of North Carolina, Charlotte

Preservice Teachers’ Interactions With Geometric Manipulatives: An Exploratory Study - Justin Dimmel, University of Maine; Eric Pandiscio, University of Maine

Raising Preservice Teachers' Understanding Through Revision: A Study of a Modified Moore Method Geometry Course - Janessa Beach, Texas A&M University, Commerce

Shifts in Prospective Secondary Mathematics Teachers’ Beliefs About Teaching Proof - Hyejin Park, University of Georgia; AnnaMarie Conner, University of Georgia

Strengthening Middle School Mathematics Teachers’ Knowledge of Statistics and Probability via Professional Development - Lina DeVaul, University of Nevada, Las Vegas; Travis Austin Olson, University of Nevada, Las Vegas

Supporting the Development of Mathematical Knowledge for Teaching Through a Year-Long Professional Development Initiative - Tracey Holliday Howell, University of North Carolina, Greensboro; Stacey Chanelle Zimmerman, University of North Carolina, Greensboro

Teaching Mathematics Teachers to "Walk the Walk" in Order to "Talk the Talk" - Denise L Chenoweth, University of South Florida

Transforming Remediation in Mathematics Content Courses for Preservice Teachers - Ewelina McBroom, Southeast Missouri State University

Using 5 Practices as a Framework for Preservice Teachers - Megan K. Murray, University of Hull

Using Branching Experiences in LessonSketch to Open Discourse About Preservice Teachers’ Pedagogical Decisions and Justifications - Karl Wesley Kosko, Kent State University

Using Digital Practices to Create Equitable Learning Environments in an Online Mathematics Course - Julian Viera, University of Texas, El Paso; Olga Kosheleva, University of Texas, El Paso

Using an Artificial Intelligence Simulation to Improve Prospective Mathematics Teachers’ Questioning Skills: An Exploratory Study - Sandy Spitzer, Towson University; Christine M Phelps, Central Michigan University