## CEMENT Publications

Beswick, K., & Goos, M. (2012). Measuring pre-service primary teachers’ knowledge for teaching mathematics.

*Mathematics Teacher Education and Development*,*14*(2), 70-90Callingham, R., Beswick, K., Chick, H., Clark, J., Goos, M., Kissane, B., Serow, P., & Thornton, S. (2012). Professional conversations among mathematics educators. (Round Table discussion). In J. Dindyal, L. Chen, & S. F. Ng (Eds.),

*Mathematics education: Expanding horizons*(Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, p. 849). Singapore: MERGA.Callingham, R., Beswick, K., Chick, H., Clark, J., Goos, M., Kissane, B., Serow, P., Thornton, S., and Tobias, S. (2011). Beginning teachers mathematics knowledge: What is needed? in Clark, J., Kissane, B., Mousley, J., Spencer, T., and Thornton, S. (Eds.)

*Mathematics: Traditions and [new] practices: Proceedings of the joint conference of the Australian Association of Mathematics Teachers and the Mathematics Education Research Group of Australasia.*(Vol. 2, pp. 900-907). Adelaide: AAMT & MERGA.Callingham, R., Chick, H., & Thornton, S. (2012). (Editorial) Evidence-based approaches to developing content knowledge and pedagogical content knowledge in pre-service mathematics teacher education.

*Mathematics Teacher Education and Development*.Chick, H. L. (2011). God-like educators in a fallen world.

http://www.aare.edu.au/publications-database.php/6143/god-like-educators-in-a-fallen-world

*Proceedings of the 2011 annual conference of the Australian Association for Research in Education*(Hobart, TAS, 28 Nov – 1 Dec, 2011) (10pp.).http://www.aare.edu.au/publications-database.php/6143/god-like-educators-in-a-fallen-world

Chick, H., Baratta, W. (2011). Teachers’ strategies for demonstrating fraction and percentage equivalence, in Clark, J., Kissane, B., Mousley, J., Spencer, T., and Thornton, S. (Eds.)

*Proceedings of the 23rd biennial conference of The Australian Association of Mathematics Teachers Inc. and the 34th annual conference of the Mathematics Education Research Group of Australasia Inc. (pp. 183-191). Adelaide: MERGA/AAMT.*Chick, H., & Beswick, K. (2013). Educating Boris: An examination of pedagogical content knowledge for mathematics teacher educators. In V. Steinle, L. Ball, & C. Bardini (Eds.),

*Mathematics education: Yesterday, today and tomorrow*(Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, eBook, pp. 170-177). Melbourne: MERGA, Inc.Goos, M. (2013). Mathematical knowledge for teaching: What counts?

*International Journal of Mathematical Education in Science and Technology*,*44*, 972-983.Thornton, S., Clark, J., & Page, S. (2012). Linking the mathematics pedagogical content knowledge of preservice primary teachers with teacher education courses. In proceedings of the 12th International Congress of Mathematics Education, Seoul,Korea: ICME

Watson, A., Chick, H. (2011). Qualities of examples in learning and teaching,

*ZDM, 43, 283-194.*Unless otherwise noted, content on this site is licensed under the Creative Commons Attribution-ShareAlike 4.0 Unported License.

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