Mathematics Teachers' Enactment of Cognitively Demanding Tasks: Investigating Links to Teachers' Knowledge and Conceptions.

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Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn (2017, background): “It can be viewed as an indication of the extent to which teachers have appropriated conceptual tools for teaching (Grossman, Smagorinsky, & Valencia, 1999) such as those introduced in professional development settings, and has been shown to relate to aspects of teachers’ practice (Munter, 2015; Wilh”
Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform (2017, methodology): “…engaging in ambitious reform requires teachers to develop stronger mathematical knowledge for teaching (e.g., Hill, 2010), more sophisticated visions of high-quality mathematics instruction (Munter, 2014; Wilhelm, 2014), and particular forms of instructional practice (e.g., Boston & Wilhelm, 2015).”