Although skilled mathematics teachers and teacher educators often "know" when interruptions in the flow of a lesson provide an opportunity to modify instruction to improve students' mathematical understanding, others, particularly novice teachers, often fail to recognize or act on such moments. These pivotal teaching moments (PTMs), however, are…

This study investigated the extent to which three sociomathematical and four professional norms intentionally fostered in an early mathematics pedagogy course through the use of a video-case curriculum re-emerged in a similar context with two groups: (1) teacher candidates in the final mathematics pedagogy course of the same teacher education…

Although video cases are increasingly being used in teacher education as a means of situating learning and developing habits of reflection, there has been little evidence of the outcomes of such use. This study investigates the effects of using a coherent video-case curriculum in a university mathematics methods course by addressing two issues:…