PART I: SPECIAL ISSUE
What We Have Learned Symposium

THE IMPACT OF ELEMENTARY MATHEMATICS SPECIALISTS
P.F. Campbell and N.N. Malkus 1
WHAT WE ARE LEARNING ABOUT THE ELEMENTARY MATHEMATICS SPECIALIST’S ROLE: SOME REFLECTIONS ABOUT MATH COACHING
J. Whitenack and A. Ellington 29
A MATHEMATICIAN’S OVERVIEW OF THE VIRGINIA ELEMENTARY MATHEMATICS SPECIALIST PROGRAM
L.D. Pitt 45
HOW TEACHERS LEARN: THE IMPACT OF CONTENT EXPECTATIONS ON LEARNING OUTCOMES
J. Reyes 61
EARLY ALGEBRA AND MATHEMATICS SPECIALISTS
M.K. Murray 73
GEOMETRY EXAMPLES ENCOUNTERED IN VARIOUS EVERYDAY EXPERIENCES
R.W. Farley 83
WHAT COUNTS IN THE PREPARATION PROGRAM OF MATHEMATICS SPECIALISTS AND WHAT LESSONS HAVE WE LEARNED ABOUT WHAT NEEDS TO BE ADDED?
S.S. Overcash 93
A WEB OF INFLUENCE: HOW THE MSP PROGRAM HAS SHAPED THE THOUGHTS OF THREE INSTRUCTORS
J. Reyes 101
COACHING: ONE MATHEMATICS SPECIALIST’S SURVEY
C.B. Doyle 111
PROVIDING REAL-WORLD EXPERIENCES: THE VIRGINIA TECH EXTERNSHIP FOR MATHEMATICS SPECIALISTS
B. Kreye and J.L.M. Wilkins 119
REFLECTIONS ON WHAT YOU HAVE LEARNED: A RAPPORTEUR’S REPORT ON VIRGINIA’S “WHAT WE HAVE LEARNED SYMPOSIUM”
D.B. Erchick 131

PART II: SPECIAL ISSUE
Regular Journal Features

MATHEMATICS PROFESSIONAL DEVELOPMENT WORKSHOP FOR MIDDLE SCHOOL TEACHERS: CONCEPT VERSUS MEMORIZATION
D. Taylor and R.W. Farley 143
UNDERSTANDING THE TRANSITION BETWEEN HIGH SCHOOL AND COLLEGE MATHEMATICS AND SCIENCE
S.A. Cullpeper, C. Basile, C.A. Ferguson, J.A. Lanning, and M.A. Perkins 157