{'fraction_non_alphanumeric': 0.08030726256983241, 'fraction_numerical': 0.037011173184357544, 'mean_word_length': 4.709163346613546, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Validating Measures of Mathematical Knowledge for Teaching

Learning Mathematics for Teaching. (2006). A coding rubric for measuring the quality of mathematics in instruction (Technical Report LMT1.06). Ann Arbor, MI: University of Michigan, School of Education. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95–132). Dordrecht, The Netherlands: Kluwer Academic Publishers. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author. National Research Council (2001). Knowing what students know: The science and design of educational assessment. Committee on the Foundations of Assessment. J. Pelligrino, N. Chudowsky, and R. Glaser (Eds.), Board on testing and assessment, Center for Education. Division of behavioral and social sciences and education. Washington, DC: National Academy Press. Schliemann, A. D., Goodrow, A., & Lara-Roth, S. (2001, April). Functions and graphs in third grade. Symposium presented at the Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics, Orlando, FL. Schoenfeld, A. H. (2000). Models of the teaching process. The Journal of Mathematical Behavior, 18(3), 243–261. Schoenfeld, A. H. (2004). The math wars. Educational Policy, 18, 253–286.