Here, we include MODULE(S2) Project efforts to advance both **practitioner** and **research** knowledge through academic articles / proceedings / books and at academic conferences / events.

**Featured Manuscripts**

**Enhancing prospective secondary teachers’ potential competence for enacting core teaching practices—through experiences in university mathematics and statistics courses**

Journal Article

Lai, Y., Strayer, J. F., Ross, A., Adamoah, K., Anhalt, C. O., Bonnesen, C., Casey, S., Kohler, B., Lischka, A. E. (in press). Enhancing prospective secondary teachers’ potential competence for enacting core teaching practices—through experiences in university mathematics and statistics courses. *ZDM – Mathematics Education*. Link to Article.

**Engaging teachers in the combination of statistical investigation and social justice: Fairness in school funding**

Journal Article

Casey, S., Bondurant, L., & Ross, A. (2023). Engaging teachers in the combination of statistical investigation and social justice: Fairness in school funding. *Mathematics Teacher Educator*, *11*(2), 139-142. DOI: 10.5951/MTE.2022.0016. Link to Article.

**Developing equity literacy and critical statistical literacy in secondary mathematics pre-service teachers**

Journal Article

Casey, S., & Ross, A. (2022). Developing equity literacy and critical statistical literacy in secondary mathematics pre-service teachers. *Mathematics Teacher Educator, 11* (1), 40-56. DOI: 10.5951/MTE.2021.0015. Link to Article.

**Interrogation of social justice contexts in mathematical modeling: The use of simulations of practice in the mathematical preparation of teacher**

Presentation and Conference Proceedings

Anhalt, C., Cortez, R., Kohler, B., & Tidwell, W. (2022). *Interrogation of social justice contexts in mathematical modeling: The use of simulations of practice in the mathematical preparation of teachers*. Proceedings of the International Conference of The Mathematics Education for the Future Project. King’s College, Cambridge University, UK. DOI: 10.37626/GA9783959872188.0.006. Link to Proceedings.

**Revealing prospective secondary teachers’ mathematical knowledge for teaching in teacher-created representations of practice**

Journal Article

Lischka, A. E., Lai, Y., Czap, L., & Strayer, J. (2021). Revealing prospective secondary teachers’ mathematical knowledge for teaching in teacher-created representations of practice. *The Mathematician Educator*, 2(2), 86-106. Link to Article.

**Characterizing prospective secondary teachers’ foundation and contingency knowledge for definitions of transformations**

Presentation and Conference Proceedings

Lai, Y., Lischka, A. E., & Strayer, J. F. (2021). *Characterizing prospective secondary teachers’ foundation and contingency knowledge for definitions of transformations*. In D. Olanoff, K. Johnson, & S. Spitzer (Eds.) Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 437-446). Philadelphia, PA. Link to Proceedings.

**Shaping the professional growth of mathematics faculty who teach prospective secondary teachers**

Presentation and Conference Proceedings

Czap, L., Ahrens, S., Lai, Y., & Lischka, A. E. (2021). *Shaping the professional growth of mathematics faculty who teach prospective secondary teachers*. In D. Olanoff, K. Johnson, & S. Spitzer (Eds.) Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 733-737). Philadelphia, PA. Link to Proceedings.

**Modeling memorization: A data collection and mathematical modeling experience**

Journal Article

Tidwell, W., Anhalt, C., Cortez, R., & Kohler, B. (2022). Modeling memorization: A data collection and mathematical modeling experience. *Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS)*, DOI: 10.1080/10511970.2022.2068091. Link to Article.

**Developing mathematical knowledge in and for teaching in content courses**

Book Chapter

*In this chapter, we argue that providing opportunities for prospective teachers to build MKT requires educative curricular materials (Davis & Krajcik, 2005) that simultaneously support the learning of university mathematics instructors as well as the prospective teachers themselves. In addition, we describe an emergent, research-based design for developing and implementing these curriculum materials and propose priorities for those seeking to capitalize on the NIC model in future work. The efforts described in this chapter contribute to the overall vision for the transformation of secondary mathematics teacher preparation programs presented in this book by addressing the Mathematics Teacher Education Partnership (MTE-Partnership)’s Guiding Principles for Secondary Mathematics Teacher Preparation Programs (2014) that focus on teacher candidate knowledge, skills, and dispositions.*

Lischka, A. E., Lai, Y., Strayer, J. F., & Anhalt, C. (2020). Developing mathematical knowledge in and for teaching in content courses. In G. W. Martin, B. R. Lawler, A. E. Lischka, & W. M. Smith (Eds.) *The Mathematics Teacher Education Partnership: The Power of a Networked Improvement Community to Transform Secondary Mathematics Teacher Preparation* (pp. 119-141). Charlotte, NC: Information Age Publishing.

**Mathematics instructors’ attention to instructional interactions in discussions of teaching rehearsals**

Presentation and Conference Proceedings

*In our project, we develop curricular materials to support prospective secondary teachers’ development of MKT and provide professional development (PD) opportunities for instructors who will teach with these materials. In this paper, we examine the ways in which mathematics faculty engage in the teaching rehearsal debriefs included in the PD to answer the question: To what instructional interactions do instructors of mathematics content courses attend during rehearsal debriefs enacted in PD? Findings show that mathematics instructors attend to all types of interactions but attention is influenced by instructors’ mathematical knowledge.*

Czap, L., Ahrens, S., Lischka, A. E., & Lai, Y. (2020). *Mathematics instructors’ attention to instructional interactions in discussions of teaching rehearsals*. In Proceedings of the 2020 PME-NA Conference (in press).

**Social justice mathematical modeling for teacher preparation**

Dissertation

*Today’s math teachers face significant social and political challenges for which they receive little preparation. Mathematics content courses can potentially provide additional preparation in this regard by providing future teachers with experiences to mathematically explore social justice issues. This provides them with opportunities to increase their awareness and sensitivity to social justice issues, develop greater empathy for their future students, and serve as examples for high quality instruction that they can emulate in their future careers. This dissertation recounts the development and revision of three social justice mathematical modeling projects, and shares evidence from student work samples of the ways in which the experience impacted students’ lives. The implications of this work for teacher preparation and modeling education are discussed.*

Seegmiller, P. (2020) *Social Justice Mathematical Modeling for Teacher Preparation*. [Dissertation]. Utah State University.

**Theoretical report: A framework for examining prospective teachers’ use of mathematical knowledge for teaching in mathematics courses**

Presentation and Conference Proceedings

*This theoretical report addresses the challenge and promise of improving prospective secondary mathematics teachers’ experiences in undergraduate mathematics courses by incorporating tasks embedded in pedagogical contexts. The objective of this approach, used by multiple nationally- funded projects, is to enhance the development of teachers’ MKT. We report on the construction of a framework for observing and analyzing the development of teachers’ MKT. This framework is the result of integrating several existing frameworks and analyzing a sample of prospective secondary teachers’ responses to tasks embedded in pedagogical contexts. We discuss the methods used to build this framework, the strengths and weaknesses of the framework, and the potential of the framework for informing future work in curriculum design and implementation.*

Lai, Y., Strayer, J., Lischka, A., Anhalt., C., Quinn, C. & Reed, S. (2019). *Theoretical report: A framework for examining prospective teachers’ use of mathematical knowledge for teaching in mathematics courses*. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp.765-773). Oklahoma City, Oklahoma. http://sigmaa.maa.org/rume/RUME22_Proceedings.pdf

**Prospective secondary teachers’ conceptions of congruence proof from a transformation perspective.**

*We are called by recent standards to promote teachers’ learning of a transformation approach in geometry and its proofs. Teachers who learned geometry from a perspective based on Euclid’s Elements are now called to teach geometry using different proofs and axioms from what they learned. Moreover, there is little literature on teachers’ learning of geometry from a transformation perspective. To begin to address this problem, we analyze the teachers’ use of the conceptual link between congruence and transformation in the context of constructing proofs. We identify possible key developmental understandings involved in using the definition of congruence and in the construction of transformation proofs, pointing to concepts that may need to be specifically addressed in teacher education.*

St. Goar, J., Lai, Y., & Funk, R. (2019). *Prospective secondary teachers’ conceptions of congruence proof from a transformation perspective*. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp.247-254). Oklahoma City, Oklahoma. http://sigmaa.maa.org/rume/RUME22_Proceedings.pdf

**Analyzing the development of MKT in content courses**

Presentation and Conference Proceedings

*To improve teaching and learning in content courses for secondary mathematics teachers, we take the approach of supporting faculty who teach these courses – often mathematics faculty – in developing their own mathematical knowledge for teaching (MKT) at the secondary level. We describe a framework that has informed the design of educative curricula for a set of these courses. This framework integrates theory for knowledge development, empirical work on dimensions of knowledge used in teaching, and findings on observable behaviors in teaching that reveal prospective secondary teachers’ knowledge development.*

Lai, Y., Strayer, J., & Lischka, A. E. (2018). *Analyzing the development of MKT in content courses*. In T.E. Hodges, G.J. Roy, & A.M. Tyminski, A. M. (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 496-499). Greenville, SC: University of South Carolina & Clemson University.

**Developing Preservice Teachers’ Mathematical Knowledge for Teaching in Content Courses**

*In this paper we present evidence that a) providing opportunities for PSMTs to engage with simulations of practice and b) making connections between advanced perspectives on geometry and 7-12 mathematics allows PSMTs to develop MKT in university mathematics content courses.*

Strayer, J. F., Lischka, A., Quinn, C. M. & Watson, L. (2018). *Workshop: Engaging Statistics Teachers through Connections to the Teaching of School Statistics and Educational Equity Issues. Developing preservice teachers’ mathematical knowledge for teaching in content courses*. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 826-833). San Diego, California.

**Featured Presentations**

**No Compromise: Advancing Content Knowledge Together with Critical Consciousness in Teacher Preparation**

Twenty-Seventh Annual Conference of the Association of Mathematics Teacher Educators, February 2-4, 2023, New Orleans, LA

Presenters: Cynthia Anhalt, Liza Bondurant, Stephanie Casey, Ricardo Cortez, Brynja Kohler, & Will Tidwell

**Development and Measurement of Statistical Knowledge for Teaching**

Forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, November 19, 2022, Nashville, TN

Presenters: Stephanie Casey and Jeremy Strayer

**Interrogation of Social Justice Contexts in Mathematical Modeling: The Use of Simulations of Practice in the Mathematical Preparation of Teachers**

International Conference of the Mathematics Education for the Future Project, August 8-12, 2022, King’s College, Cambridge University, UK

Presenters: Cynthia Anhalt, Ricardo Cortez, Brynja Kohler, Will Tidwell

**Developing Pre-Service Teachers’ Equity Literacy in Content Courses**

NSF IUSE Summit, June 1-3, 2022, Washington, D.C.

Presenters: Stephanie Casey, Brynja Kohler, Cynthia Anhalt, and Jeremy Strayer

**Using Representations of Teaching Practice in Content Courses: Opportunities for Developing Mathematical Knowledge for Teaching**

AMTE Annual Conference, February 10, 2022, Henderson, Nevada

Presenters: Stephanie Casey, Alyson Lischka, and Cynthia Anhalt

**Preparing and Supporting Teachers to Include Mathematical Modeling in Their Curriculum**

SIAM-ED Annual Conference, July 11-12, 2022, Pittsburgh, PA

Presenter: Brynja Kohler

**Research in Mathematical Modeling for Secondary Teacher Education**

SIAM-ED Annual Conference, July 11-12, 2022, Pittsburgh, PA

Presenter: Cynthia Anhalt

**Mathematics Education as a Mathematician’s Research Discipline**

SIAM-ED Annual Conference, July 11-12, 2022, Pittsburgh, PA

Presenter: Ricardo Cortez

**Implementing Mathematical Modeling with Prospective Elementary Teachers**

SIAM-ED Annual Conference, July 11-12, 2022, Pittsburgh, PA

Presenter: Will Tidwell

**Addressing Academic Status via Authentic Mathematical Modeling Tasks**

SIAM-ED Annual Conference, July 11-12, 2022, Pittsburgh, PA

Presenter: Amy Bennett

**Examining Education Stereotypes and Promoting Community-Related Projects in Mathematics Teacher Education**

TODOS: Mathematics for All Annual Conference, June 21-23, 2021 (virtual).

Presenters: Andrew Ross, Stephanie Casey, and Melody Wilson

**Teacher Education Curriculum Materials that Develop Statistical Knowledge for Teaching**

Virtual Webinar CauseWeb Webinar, February 9, 2021 at 2:00-2:30PM (virtual)

Presenters: Stephanie Casey and Andrew Ross

**Developing Statistical Knowledge for Teaching with an Emphasis on Equity Literacy**

Joint Mathematics Meetings, January 6-9, 2021 (virtual)

Presenters: Andrew M. Ross, Stephanie Casey, Melody Wilson

**Special Session: Mathematics Courses Designed to Develop Mathematical Knowledge for Teaching High School**

Joint Mathematics Meetings, January 6-9, 2021 (virtual)

Organizer: James J. Madden, Yvonne Lai, James Am. M. Alvarez, and Jennifer Whitefield

**Mathematical Modeling Modules: Curriculum Material for Secondary Teacher Education**

Mathematics Teacher Education Partnership Conference, June 28-30, 2020

Presenters: Ricardo Cortez, Cynthia Anhalt, and Brynja Kohler

**Mathematical Modeling Modules: Curriculum Material for Secondary Teacher Education**

Mathematics Teacher Education-Partnership Conference, June 2020

Presenters: Ricardo Cortez, Cynthia Anhalt, and Brynja Kohler

**Instructors’ attention to instructional relationships during professional development for the MODULE(S2) materials**

Mathematics Teacher Education-Partnership Conference, June 2020

Presenters: Sally Ahrens and Lindsay Czap

**Utilizing Student Work Artifacts to Develop both Subject Matter and Pedagogical Content Knowledge**

Mathematics Teacher Education-Partnership Conference, June 2020

Presenters: Andrew Ross and Stephanie Casey

**Workshop: Engaging Statistics Teachers through Connections to the Teaching of School Statistics and Educational Equity Issues**

Electronic Conference on Teaching Statistics (eCOTS), May 2020

Presenters: Stephanie Casey, Andrew Ross and Melody Wilson

**Developing Secondary PSTs’ Equity Literacy in a Statistics Course**

MiAMTE Conversations Among Colleagues, March 2020

Presenters: Stephanie Casey, Andrew Ross, and Melody Wilson

**Mathematics Instructors’ Attention to Instructional Interactions in Teaching Rehearsals**

Indiana Mathematics Education Research Symposium, March 2020

Presenters: Lindsay Czap

**Developing Equity Literacy in the Statistical Education of Teachers**

Annual AMTE Conference, February 2020

Presenters: Stephanie Casey and Melody Wilson

**Comparing the visibility of prospective teachers’ mathematical knowledge for teaching secondary geometry in written and video format responses**

Tennessee STEM Education Conference, January 2020

Presenters: Lindsay Czap and Alyson E. Lischka

**Purposeful Use of Simulations of Teaching Practice to Uncover Mathematical Knowledge for Teaching**

Joint Mathematics Meeting, January 2020

Presenters: Jeremy F. Strayer, Yvonne Lai, and Cynthia Anhalt

**Symposium: Undergraduate Mathematical Modeling Laboratory Experiences**

Society of Industrial and Applied Mathematics (SIAM) Education Conference, July 2019

Organizer: Brynja Kohler

**Symposium: Implementing Mathematical Modeling with Prospective Elementary Teachers**

Society of Industrial and Applied Mathematics (SIAM) Education Conference, July 2019

Presenters and Organizers: Will Tidwell, Cynthia Anhalt, and Ricardo Cortez

**Symposium: Mathematical Modeling Lessons and Research for Secondary Educators**

Society of Industrial and Applied Mathematics (SIAM) Education Conference, July 2019

Presenters and Organizers: Cynthia Anhalt and Ricardo Cortez

**Preparing Teachers to Educate Through Mathematics for Social Justice**

School Science and Mathematics Association Convention, November 2019

Presenters: Patrick Seegmiller and Will Tidwell

**Symposium: Undergraduate Mathematical Modeling Laboratory Experiences**

Society of Industrial and Applied Mathematics (SIAM) Education Conference, July 2019

Organizer: Brynja Kohler

**Teachers’ understanding of the connection between congruence and transformations**

41st Annual Meeting of the PME-NA, November 2019

Presenters: Julia St. Goar, Yvonne Lai, Rachel Funk

**Comparing secondary teachers’ MKT for geometry in video and written representations of practice.**

41st Annual Meeting of the PME-NA, November 2019

Presenters: Alyson E. Lischka, Yvonne Lai, Jeremy F. Strayer, Lindsay Czap

**Developing mathematical and statistical knowledge for teaching – Let’s see it happen!**

NCTM Regional Conference and Exposition, October 2019

Presenters: Jeremy F. Strayer, James Haynes, and Alyson E. Lischka

**Statistical Education of Teachers: Novel Curriculum Materials**

AMTE Webinar, October 2019

Presenters: Stephanie Casey

**Pain Medication and Tree Leaves: Mathematical Modeling Tasks for Future Secondary Teachers**

MathFest, July 2019

Presenters: Brynja Kohler, Jacy Beck, Ricardo Cortez

**Development of Equity Literacy in the MODULE(S2) Statistics for Secondary Teachers Course**

Mathematics Teacher Education-Partnership Conference, June 2019

Presenters: Melody Wilson

**Mathematical Modeling Lesson Adaptation for Increasing Local Relevance**

Mathematics Teacher Education-Partnership Conference, June 2019

Presenters: Will Tidwell and Brynja Kohler

**Learning to Teach Statistics for Social Justice**

Mathematics Teacher Education-Partnership Conference, June 2019

Presenters: Andrew Ross, Stephanie Casey, Melody Wilson, and Samantha Maddox

**Examining Education Stereotypes and Promoting Community-Related Projects in Mathematics Teacher Education**

Mathematics Teacher Education-Partnership Conference, June 2019

Presenters: Patrick Seegmiller and Brynja Kohler

**Comparing secondary teachers’ MKT for geometry exposed in video and written representations of practice**

Mathematics Teacher Education-Partnership Conference, June 2019

Presenters: Alyson E. Lischka, Yvonne Lai, Jeremy F. Strayer

**Preparing Teachers to Help Secondary Students Evaluate Evidence**

U.S. Conference on Teaching Statistics (USCOTS), May 2019

Presenters: Andrew Ross, Stephanie Casey, Melody Wilson, and Samantha Maddox

**A Statistics-for-Future-Teachers Course**

Michigan Mathematics Association of American Section Meeting, April 2019

Presenters: Andrew Ross, Stephanie Casey, Melody Wilson, and Samantha Maddox

**Eliciting and examining mathematical knowledge for teaching: A framework to support teacher growth.**

Annual Conference of the National Council of Supervisors of Mathematics, April 2019

Presenters: Alyson E. Lischka, Cynthia Anhalt, Yvonne Lai, Jeremy Strayer

**Developing prospective secondary teachers’ MKT through approximations of practice**

Annual AMTE Conference, February 2019

Presenters: Alyson E. Lischka, Yvonne Lai, Jeremy F. Strayer, Cynthia Anhalt

**Analyzing the Development of MKT in Content Courses**

40th Annual Meeting of the PME-NA, November 2018

Presenters: Yvonne Lai, Jeremy F. Strayer, Alyson E. Lischka

**Developing Secondary Preservice Mathematics Teachers’ Statistical Knowledge for Teaching**

International Conference on Teaching Statistics, July 2018

Presenters: Stephanie Casey, Andrew Ross, and Samantha Maddox

**Mathematical Modeling in Secondary Teacher Preparation**

Society of Industrial and Applied Mathematics (SIAM) Education Conference, July 2018

Presenters: Cynthia Anhalt

**An Emerging Framework for Understanding the Development of Mathematical Knowledge for Teaching.**

Mathematics Teacher Education-Partnership Conference, June 2018

Presenters: Jeremy Strayer, Yvonne Lai, Alyson Lischka, Cynthia Anhalt

**Addressing Social Justice and Equity in the Statistical Education of Teachers through Statistics Activities**

Mathematics Teacher Education-Partnership Conference, June 24-26, 2018

Presenters: Andrew Ross, Stephanie Casey, Melody Wilson, and Samantha Maddox

**MODULE(S2) Project: Curriculum for Upper-Level Content Courses for Pre-Service Secondary Teachers**

Michigan Association of Mathematics Teacher Educators, March 17, 2018

Presenters: Andrew Ross and Stephanie Casey

**Developing Preservice Secondary Mathematics Teachers’ (PSMTs’) Mathematical Knowledge for Teaching (MKT) in Content Courses**

Conference on Research in Undergraduate Mathematics Education, February 22-24, 2018

Presenters: Jeremy F. Strayer, Alyson E. Lischka, Candice Quinn, Lucy Watson

**Toward a Hypothetical Learning Trajectory (HLT) for Preservice Secondary Teachers’ Construction of Congruence Proofs**

Conference on Research in Undergraduate Mathematics Education, February 22-24, 2018

Presenters: Yvonne Lai, Rachel Zigterman

**MODULE(S2): Mathematics of Doing, Understanding, Learning and Educating for Secondary Schools**

12th Annual Tennessee STEM Education Research Conference, February 2018

Presenters: Jeremy F. Strayer, Alyson E. Lischka, Candice Quinn, Lucky Watson

**MODULE(S2) Project: Developing Prospective Secondary Mathematics Teachers’ Mathematical Knowledge for Teaching in College Geometry**

Joint Mathematics Meetings, January 2018

Presenter: Alyson E. Lischka

**MODULE(S2): Mathematics of Doing, Understanding, Learning and Educating for Secondary Schools (Poster)**

Joint Mathematics Meetings, January 2018

Presenters: Alyson E. Lischka, Andrew Ross, Yvonne Lai, Brynja Kohler, Jason Aubrey, Jeremy F. Strayer, Stephanie Casey, Cynthia Anhalt, Howard Gobstein

**Building Mathematical Knowledge for Teaching in a Geometry Course for Preservice Teachers**

39th Annual Meeting of the PME-NA, October 5-8, 2017