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We describe how a teaching simulation cycle focused on eliciting and interpreting student thinking in elementary mathematics can reveal important aspects of a teacher candidate’s (TC’s) knowledge and skill with eight performance areas relevant to more equitable mathematics teaching. Appraising a TC’s knowledge and skill with respect to these performance areas is intended to support formative feedback that is actionable in subsequent teaching. [ABSTRACT FROM AUTHOR]

This paper examines the impact of an intensive professional development on practicing teachers' mathematics discussion-leading practice. A tool for examining specific discussion-leading moves was used to measure change in teachers' practice as observed through submitted video recordings of mathematics discussions. Participants included 33 teachers from three school districts who submitted a total of 193 videos across the study. The findings reveal that the professional development had differential impact on participating groups. We explore group attributes that could contribute to these differential outcomes. [ABSTRACT FROM AUTHOR]

We report on a study of novice teachers' eliciting performances in a scenario in which a student has made a mistake and, if sufficiently probed, is able to recognize the mistake and revise their work. Our findings reveal the skills and capabilities of one group of preservice teachers at the start of a teacher education program. [ABSTRACT FROM AUTHOR]

Decades of research has shown that most professional development fails to result in changes to teachers' classroom practice. This project explores an innovative professional development focused squarely on mathematics teaching practice and seeks to understand the features of the professional development that effect classroom level change. [ABSTRACT FROM AUTHOR]