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Editors contains: "J. Strayer"

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  1. ; ; ; ; ; (, .), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A; Dyer, E.; Lovett, J. Strayer; Drown, S. (Ed.)
    Using a test for a purpose it was not intended for can promote misleading results and interpretations, potentially leading to negative consequences from testing (AERA et al., 2014). For example, a mathematics test designed for use with grade 7 students is likely inappropriate for use with grade 3 students. There may be cases when a test can be used with a population related to the intended one; however, validity evidence and claims must be examined. We explored the use of student measures with preservice teachers (PSTs) in a teacher-education context. The present study intends to spark a discussion about using some student measures with teachers. The Problem-solving Measures (PSMs) were developed for use with grades 3-8 students. They measure students’ problem-solving performance within the context of the Common Core State Standards for Mathematics (CCSSI, 2010; see Bostic & Sondergeld, 2015; Bostic et al., 2017; Bostic et al., 2021). After their construction, the developers wondered: If students were expected to engage successfully on the PSMs, then might future grades 3-8 teachers also demonstrate proficiency? 
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    Accepted Manuscript Full Text Available
  2. ; ; ; (, Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    A. E. Lischka; E. B. Dyer; R. S. Jones; J. N. Lovett; J. Strayer; S. Drown (Ed.)
    Accepted Manuscript Full Text Available
  3. ; ; ; (, Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    A. E. Lischka; E. B. Dyer; R. S. Jones; J. N. Lovett; J. Strayer; S. Drown (Ed.)
    Accepted Manuscript Full Text Available
  4. ; ; ; (, Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    A. E. Lischka; E. B. Dyer; R. S. Jones; J. N. Lovett; J. Strayer; S. Drown (Ed.)
    Accepted Manuscript Full Text Available
  5. ; ; (, Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    A. Lischka; E. Dryer; R. Jones; J. Lovett; J. Strayer; S. Drown (Ed.)
    Accepted Manuscript Full Text Available