Characterizing a Perspective Underlying the Practice of Mathematics Teachers

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Becoming a Mathematics Teacher-Educator: Conceptualizing the Terrain Through Self-Reflective Analysis (2001, background): “My understanding grew out of a rigorous articulation of perspectives of teaching (Simon et al., 2000).”
Developing and Using a Codebook for the Analysis of Interview Data: An Example from a Professional Development Research Project (2011, background): “A conception-based perspective characterizes teachers who operate from the assumption that a student’s mathematical reality is not independent of that student’s ways of knowing and acting, that what a student sees, understands, and learns is constrained and afforded by what that student already know”