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Although it is well known that motivational and cognitive resources influence secondary teachers’ instructional quality, less is known about the tertiary instructional factors that influence secondary teachers’ development of these resources. To address this gap, we report on factors that prospective secondary teachers attribute to their learning. We draw on survey responses of 70 prospective secondary teachers enrolled in mathematics courses for teachers using Mathematics of Doing, Understanding, Learning, and Educating for Secondary Schools (MODULE(S2)) materials in one of four content areas. We triangulate response themes with data from 300 prospective secondary teachers on their perceptions of instructional practices used in a mathematics course for teachers using the same suite of materials. Then, we compare these themes with literature documenting implementation of mathematics curricula in these courses. We argue that coordinating mathematics content, applications of mathematics to teaching practices, and tertiary instructional practices are key to success of these mathematics courses. 

To examine differences in dimensions of :MKT observable in different creation mediums for teacher-created representations of practice, we analyzed 54 representations of practice (pairs of 27 video and 27 written) created by 27 PSMTs. We found 7 pairs where we observed higher MKT in the video than in the written representation of practice created by the same PSMT. We found 0 cases where we obse1ved higher MKT in the written as compared to the video representation of practice. We examined these 7 pairs for qualities characterizing the pairs as a set. We use findings to problematize issues central to mathematics teacher education: how mathematics is conceptualized, and how representations of practice are used as assessment of dimensions of teachers' MKT.