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Editors contains: "Otten, S."

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  1. (, Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Otten, S. (Ed.)
    The need for research-based professional development programs for mathematics graduate students is significant, yet few studies have investigated their development as teachers. This study aims to fill this gap in the research by studying mathematics graduate students’ experiences with teaching as they progress through their graduate programs. Participants responded to surveys and were interviewed semi-annually for two or more years. We analyzed their responses using thematic analysis and a framework that captured their development as teachers. In this report, we describe the developmental stages for teaching and context and methods of the study. We present general findings on the experiences that mathematics graduate students did not move past a certain developmental stage and we present specific findings about one mathematics graduate student who experienced significant growth in her teaching. 
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    Accepted Manuscript Full Text Available
  2. (, Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)
    Otten, S. (Ed.)
    This paper reports on an ongoing project aimed at developing an inter-institutional system of professional support for the improvement of the Geometry for Teachers (GeT) courses that mathematics departments teach to preservice secondary teachers. In alignment with the literature on improvement science (see Bryk et al., 2015; Lewis, 2015), it is essential to develop and deploy practical measurement tools to inform improvement. We describe three key forms of measurement our team has been using to drive this work as well as some preliminary findings. 
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    Accepted Manuscript Full Text Available