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   Philipp, S. ; & Nasraoui, O. ; & Immekus, J. ; & Zhong, J. ( July 2021 , 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.)
2. Categorizing mathematics teachers’ questioning: The demands and contributions of teachers’ questions

   https://doi.org/10.1016/j.ijer.2020.101690  

   DeJarnette, A. F. ; Wilke, E. ; Hord, C. ( October 2020 , International journal of educational research)

   We conducted a review of literature to answer the following research questions: (1) What types of questions do teachers pose in mathematical discussions? (2) What evidence exists of the effects of different types of questioning on students’ learning and participation? (3) What are the implications of existing research for teacher preparation? Existing literature can broadly be categorized according to studies that distinguish between higher order and lower order questioning, studies that characterize and distinguish probing questions, and studies that address teacher questioning in technology-rich environments. The demands of different types of questions need to be considered in light of the broader contributions that such questions make to students’ mathematical learning. 

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3. Science and mathematics teacher retention: A collective analysis and comparison between master teachers and other teachers.

   Aqazade, M ; Daley, M ; Ekmekci, A ; Callard, C ; Gibson, D ; Renzaglia, K ; McGraw, R ; Rushton, G ; Sheppard, P ; Harel, G ( June 2023 , 2023 Annual Noyce Summit)
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   Turner, E. ; Mariñoso, P. ; Civil, M. ; Quintos, B. ; Salazar, F. ; Varley Gutierrez, M. ( October 2023 , Proceedings of the 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
5. MATHEMATICAL KNOWLEDGE FOR TEACHING PROOF: COMPARING SECONDARY TEACHERS, PRE-SERVICE TEACHERS AND UNDERGRADUATE STEM MAJORS

   Buchbinder, O. ; McCrone, S. ; Capozzoli, M. ; Butler, R. ( January 2021 , Proceedings of the 43rd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Olanoff, D. ; Johnson, K. ; Spitzer, S. (Ed.)

   It has been suggested that integrating reasoning and proof in mathematics teaching requires a special type of teacher knowledge - Mathematical Knowledge for Teaching Proof (MKT-P). Yet, several important questions about the nature of MKT-P remain open, specifically, whether MKT-P is a type of knowledge specific to teachers, and whether MKT-P can be improved through intervention. We explored these questions by comparing performance on an MKT-P questionnaire of in-service secondary mathematics teachers, undergraduate STEM majors, and pre-service secondary mathematics teachers. The latter group completed the questionnaire twice- before and after participating in a capstone course, Mathematical Reasoning and Proving for Secondary Teachers. Our data suggest that MKT-P is indeed a special kind of knowledge specific to teachers and it can be improved through interventions. 

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