MATHEMATICAL KNOWLEDGE FOR TEACHING FORMATIVE ASSESSMENT: RECOMMENDATIONS FOR MATHEMATICS TEACHER EDUCATORS FROM A META-AGGREGATION.

Qualitative research explores the complexity of teaching and learning, but there are barriers to using qualitative findings to inform practice/policy. We see a critical need to integrate findings across qualitative studies to develop synthesized, actionable recommendations for mathematics teacher educators. Using a meta-aggregation of 11 qualitative studies, we investigated how teacher educators’ mathematical knowledge for teaching can inform their support of formative assessment practices in secondary mathematics classrooms. Synthesized findings led to nine lines of action that we provide as recommendations for mathematics teacher educators. [ABSTRACT FROM AUTHOR]