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Tentative ToC Part I, Benefitting the readers of this volume: Introduction (Jacqueline M. Dewar, Pao-sheng Hsu, Harriet Pollatsek) -- Communication, culture, and work in mathematics education in the mathematics department (Shandy Hauk, University of Northern Colorado and WestEd) -- Valuing and supporting work in mathematics education: A view from administration (Minerva Cordero-Epperson, University of Texas, Arlington & Maura Mast, Fordham University) -- Part II, Benefitting pre-service and in-service teachers and graduate student instructors: A scholarly investigation of engaging future secondary teachers with authentic mathematics capstone projects: Impacts on the instructor and the students (Curtis Bennett, Loyola Marymount University) -- By definition: The interplay between research and teaching future teachers about mathematical definitions (Elizabeth A. Burroughs and Maurice J. Burke, Montana State University) -- Preparing PK-12 mathematics teachers: How one department used mathematics education research to shape mathematics students' knowledge (Yvonne Lai, Wendy M. Smith, and Nathan Wakefield, University of Nebraska, Lincoln) -- Lessons Learned from a Math Teachers' Circle (Katherine Morrison, University of Northern Colorado) -- Transforming practices in mathematics teaching and learning through effective partnerships (Padmanabhan Seshaiyer, George Mason University & Kris Kappmeyer, Arlington Public School District) -- Developing true collaborations between teachers, mathematicians, and mathematics educators (Kristin Umland, University of New Mexico) -- Part III, Benefitting STEM majors: Finding synergy among research, teaching, and service: An example from mathematics education research (Megan Wawro, Virginia Tech) -- Communicating mathematics through interdisciplinary writing and speaking assignments (Suzanne Sumner, University of Mary Washington) -- Using data-enhanced classroom experiences to engage student learning (Talithia D. Williams and Susan E. Martonosi, Harvey Mudd College) -- Helping students gain abstract understanding through concrete work using GeoGebra (Kathy Tomlinson, University of Wisconsin - River Falls) -- A discovery approach to abstract algebra using laboratory experiences (Ellen J. Maycock, Depauw University) -- A scholarly investigation of a department-wide effort to connect mathematics and the world (Melanie Pivarski, Barbara Gonzalez and Steve Cohen, Roosevelt University) -- Building a community of women in mathematics: The Summer Mathematics Program for women undergraduates at Carleton College (Pamela Richardson, Westminster College) -- Part IV, Benefitting students in general education courses: Developing a quantitative reasoning course: a case study (Kathleen Lopez, University of Louisiana, Lafayette) -- Discovering the art of mathematics (Christine von Renesse, Westfield State University) -- Ethno-mathematics: A study of mathematics in pre-Columbian cultures (Ximena Catepillan, Millersville University) -- Writing for quantitative literacy (Maria Fung, Worcester State University) -- Tactile mathematics: Helping students learn (Carolyn Yackel, Mercer University) -- Incorporating write-to-learn activities in Statistics classes (Katherine G. Johnson, Metropolitan State University) -- Mathematics for all: Mathematics of social justice (Priscilla Bremser, Middlebury College) -- Part V, Benefitting the public and the larger mathematical community: The Simpsons, Futurama, and more (Sarah Greenwald, Appalachian State University) -- Transforming post-secondary education in mathematics (Tara Holm, Cornell University) -- Epilogue: Reflections by the Editors. |