In the Absence of Meaning

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Transitions in Mathematics Education (2016, background): “A major criticism of research on teachers’ MKT is that knowledge, the central construct of MKT, is rarely defined and is therefore operationalized inconsistently across investigations (Thompson 2013).”
Covariational reasoning among U.S. and South Korean secondary mathematics teachers (2017, background): “Copur-Gencturk (2015), Zaslavsky (1994), and Thompson (2013) argued compellingly that how teachers understand a mathematical idea is an important factor in the mathematical understandings that students actually form.”
Secondary mathematics teachers’ meanings for measure, slope, and rate of change (2017, background): “(Thompson, 2013, p. 81).”
Survey on the State of the Art (2016, background): “A major criticism of research on teachers ’ MKT is that knowledge, the central construct of MKT, is rarely de ﬁ ned and is therefore operationalized inconsistently across investigations (Thompson 2013).”