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Cited by 8Mathematics Education and Teaching TechniquesTeacher Education and Leadership StudiesScience Education and Pedagogy

Characterizing prospective secondary teachers’ foundation and contingency knowledge for definitions of transformations

Open access
Lai, Yvonne, Lischka, Alyson E., Strayer, Jeremy F., Adamoah, Kingsley·2023·The Journal of Mathematical Behavior
DOI 10.1016/j.jmathb.2022.101030
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Crossref · 10.1016/j.jmathb.2022.101030

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3 of 3 references verified0 citation errors · 0 not checkable

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  • The suggested approximations have a potential to address the challenges that secondary teacher preparation faces, namely that PMTs struggle to connect content knowledge with the work of secondary teaching.

    “Our suggested approximations have a potential to address the challenges that the secondary teacher preparation face (i.e., PMTs struggle connect content knowledge with the work of secondary teaching [Lai et al., 2023]).”

    From Preservice teachers' mathematical knowledge for teaching: Focus on lesson planning and reflection (2024) · cites this paper as Lai et al., 2023

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Authors
Lai, Y., Lischka, A. E., Strayer, J. F., & Adamoah, K.
Affiliations
  • University of Nebraska–Lincoln (US)
  • Middle Tennessee State University (US)
Corresponding author
Lai, Yvonne
ORCID
Venue
The Journal of Mathematical Behavior
Publisher
Elsevier BV
Published
2023-06
Volume
70
Pages
101030
ISSN
0732-3123 (ISSN-L)
DOI
10.1016/j.jmathb.2022.101030
OpenAlex
W4320473790
Cited by
8
References
3
Citations by year
2026: 2 · 2025: 1 · 2024: 5
FWCI
3.58
Type
journal article
Language
en
Open access
Licence
Locations
The Journal of Mathematical Behavior (acceptedVersion)
Funders
National Science Foundation (DUE 1726744, DUE-1726723, 1726744, 1726723)
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Science Education and Pedagogy
Keywords
prospective secondary teachers, mathematical knowledge for teaching, Knowledge Quartet, geometry teaching, transformation, analytical framework, teacher professional development

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