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This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of students' thinking. By engaging in the inquiry process of the 4 steps of identifying errors, analyzing reasons for the errors, designing approaches for correction, and taking action for correction, the teachers made obvious progress in their knowledge of students' thinking, understood the difficulties and challenges their students had in learning mathematics, and enhanced their pedagogical content knowledge.

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The theme of the Discussion Group was promoting classroom teaching research through the exploration of effective instruction strategies to support mathematics learning for all students, including struggling, special needs, and excelling students, as well as between different educational systems and cultures.The presentations of the Discussion Group focused on three aspects: (1) Framework of classroom teaching research; (2) Examples of classroom teaching research by scholars and teacher researchers; (3) Technology in classroom teaching research. The Discussion Group discussed the classroom teaching research framework that focuses on linking research to classroom practice, making classroom research applicable and making sense to classroom teachers (Wu, 2016). All presentations have shown classroom teaching research plays a key role in understanding how to support effective mathematics classroom teaching and learning. A case study by Cheng (2016) addressed the features of expert secondary mathematics teachers' verbal presentation in Chinese mathematics classroom as using precise language, transition and variation strategies to help students well understand the clue and the purpose of teaching.An (2016) introduced a Model-Strategy-Application-Reasoning (MSAR) approach in teaching and learning mathematics, addressed the conceptual framework of the MSAR, demonstrated examples of the effects of the MSAR approach on the third graders' mathematics learning in US, and discussed the benefits of using the MSAR for diverse student groups. Chen, An, Cheng, and Sun's presentation (2016) demonstrated five types of modeling by Chinese 3rd Graders resulting from use of the MSAR for two-digit number multiplication in China: repeated model, area model, set model, and tree diagram model.The teacher-researcher has a pivotal role in classroom teaching research. A teacher-researcher, Dunia Zeineddine (2016) demonstrated a video lesson that