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Synopsis The shift of funding organizations to prioritize interdisciplinary work points to the need for workflow models that better accommodate interdisciplinary studies. Most scientists are trained in a specific field and are often unaware of the kind of insights that other disciplines could contribute to solving various problems. In this paper, we present a perspective on how we developed an experimental pipeline between a microscopy and image analysis/bioengineering lab. Specifically, we connected microscopy observations about a putative mechanosensing protein, obscurin, to image analysis techniques that quantify cell changes. While the individual methods used are well established (fluorescence microscopy; ImageJ WEKA and mTrack2 programs; MATLAB), there are no existing best practices for how to integrate these techniques into a cohesive, interdisciplinary narrative. Here, we describe a broadly applicable workflow of how microscopists can more easily quantify cell properties (e.g., perimeter, velocity) from microscopy videos of eukaryotic (MDCK) adherent cells. Additionally, we give examples of how these foundational measurements can create more complex, customizable cell mechanics tools and models. 

This theoretical report addresses the challenge and promise of improving prospective secondary mathematics teachers’ experiences in undergraduate mathematics courses through tasks embedded in pedagogical contexts. The objective of this approach, used by multiple nationally- funded projects, is to enhance the development of teachers’ MKT. We report on the construction of a framework for observing and analyzing the development of teachers’ MKT. This framework is the result of integrating several existing frameworks and analyzing a sample of prospective secondary teachers’ responses to tasks embedded in pedagogical contexts. We discuss the methods used to build this framework, the strengths and weaknesses of the framework, and the potential of the framework for informing future work in curriculum design and implementation. 

This theoretical report addresses the challenge and promise of improving prospective secondary mathematics teachers’ experiences in undergraduate mathematics courses through tasks embedded in pedagogical contexts. The objective of this approach, used by multiple nationally funded projects, is to enhance the development of teachers’ MKT. We report on the construction of a framework for observing and analyzing the development of teachers’ MKT. This framework is the result of integrating several existing frameworks and analyzing a sample of prospective secondary teachers’ responses to tasks embedded in pedagogical contexts. We discuss the methods used to build this framework, the strengths and weaknesses of the framework, and the potential of the framework for informing future work in curriculum design and implementation. 

In this paper we present evidence that a) providing opportunities for PSMTs to engage with simulations of practice and b) making connections between advanced perspectives on geometry and 7-12 mathematics allows PSMTs to develop MKT in university mathematics content courses