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Creators/Authors contains: "Lischka, A. E."

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  1. ( , The Mathematics educator)
    Accepted Manuscript Full Text Available
  2. ( , The mathematician educator)
    Accepted Manuscript Full Text Available
  3. ; ; ( , Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D ; Johnson, K ; Spitzer, S. (Ed.)
    Accepted Manuscript Full Text Available
  4. ; ; ; ( , Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D ; Johnson, K ; Spitzer, S. (Ed.)
    Accepted Manuscript Full Text Available
  5. ; ; ( , Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    D. Olanoff ; K. Johnson ; S. Spitzer (Ed.)
    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. 
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    Accepted Manuscript Full Text Available
  6. ; ; ; ( , Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    D. Olanoff ; K. Johnson ; S. Spitzer (Ed.)
    Professional development (PD) that supports faculty in teaching courses for prospective secondary teachers, especially courses focused on mathematical knowledge for teaching, are largely absent from higher education, despite the need to improve instruction in these courses. This study examines a novel PD program whose structure was inspired by rehearsals (Lampert et al., 2013). We analyzed PD discussions throughout the year using an instructional triad framework, and we interpreted the PD structure using Clarke and Hollingsworth’s (2002) Interconnected Model for Professional Growth. We suggest that a rehearsal-inspired pedagogy offered opportunities for faculty growth in attending to student contributions. 
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    Accepted Manuscript Full Text Available
  7. ; ; ; ( , The mathematician educator)
    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 observed 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. 
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    Accepted Manuscript Full Text Available
  8. ; ; ; ( , The mathematician educator)
    Accepted Manuscript Full Text Available
  9. ; ; ( , In T.E. Hodges, G.J. Roy, & A.M. Tyminski, A. M. (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    To improve teaching and learning in content courses for secondary mathematics teachers, we take the approach of supporting faculty who teach these courses – often mathematics faculty – in developing their own mathematical knowledge for teaching (MKT) at the secondary level. We describe a framework that has informed the design of educative curricula for a set of these courses. This framework integrates theory for knowledge development, empirical work on dimensions of knowledge used in teaching, and findings on observable behaviors in teaching that reveal prospective secondary teachers’ knowledge development. 
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    Accepted Manuscript Full Text Available
  10. ; ; ( , Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Accepted Manuscript Full Text Available