### Instructional Contexts and Methods

- Barkatsos, A., & Malone, J. (2005). A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices.
*Mathematics Education Research Journal, 17*(2), 69-90. - Choppin, J. (2007). “Tweaking” tasks from middle school mathematics reform curriculum: Longitudinal design processes and the role of the instructional context. In T. Lamberg & L. R. Wiest (Eds.)
*Proceedings of the 29*(pp. 849-856). Stateline (Lake Tahoe), NV: University of Nevada, Reno.^{th}Annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, - Cobb, P., & McClain, K. (2002). Supporting students’ learning of significant mathematical ideas. In G. Wells & G. Claxton (Eds.),
*Learning for life in the 21*(154-166). Oxford: Blackwell.^{st}century: Sociocultural perspectives on the future of education, - Groth, R., (2007). Understanding teachers’ resistance to the curricular inclusion of alternative algorithms.
*Mathematics Education Research Journal, 19*(1), 3-28. - Groves, S. (2012). Developing mathematical proficiency.
*Journal of Science and Mathematics, 35*(2), 119-145. - Herbel-Eisenmann, B.A., Lubienski, S.T., & Id-Deen, L., (2006). Reconsidering the study of mathematics instructional practices: The importance of curricular context in understanding local and global teacher change.
*Journal of Mathematics Teacher Education, 9*(4), 313-345. - Lampert, M. (1990). When the problem is not the question and the solution is not the answer.
*American Educational Research Journal, 27*(1), 29-63. - McClain, K., Dean, C., & Schmittt, P. (2007). Locating professional development within institutional context: Cases from the middle grades. . In T. Lamberg & L. R. Wiest (Eds.)
*Proceedings of the 29*(pp. 812-818). Stateline (Lake Tahoe), NV: University of Nevada, Reno.^{th}Annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education,

### Student Characteristics and Achievement

- Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics.
*Journal for Research in Mathematics Education, 30*(5), 520-540.

### Teacher Beliefs

- Barkatsos, A., & Malone, J. (2005). A typology of mathematics teachers’ beliefs about teaching and learning mathematics and instructional practices.
*Mathematics Education Research Journal, 17*(2), 69-90. - Hart, L. (2002). A four-year follow-up study of teachers’ beliefs after participating in a teacher enhancement project. In G.C. Leder, E. Pehkonen, & G. Torner (Eds.),
*Beliefs: A Hidden Variable in Mathematics Education?*, (pp. 161-176). Netherlands: Kluwer. - Nathan, M.J., & Koedinger, K.R., (2000). An investigation of teachers’ beliefs of students’ algebra development.
*Cognition and Instruction, 18*(2), 209-237. - Skott. J. (2001). The emerging practices of a novice teacher: The role of his school mathematics images.
*Journal of Mathematics Teacher Education, 4,*3-28. - Turner, J.C., Warzon, K.B., & Christensen, A. (2011). Motivating mathematics learning: Changes in teachers’ practices and beliefs during a nine-month collaboration.
*American Educational Research Journal, 48*(30, 718-762. - Walshaw, M. & Anthony, G. (2007). Policy implementation: Integrating the personal and the social.
*Mathematics Teacher Education and Development, 8*, 5-22.

### Teacher Collaboration, Communities of Practice, and Professional Learning Communities

- Cobb, P., & McClain, K. (2006). The collective mediation of a high-stakes accountability program: Communities and networks of practice.
*Mind, Culture, and Activity, 13*(2), 79-99. - Dooner, A-M., Mandzuk, D., & Clifton, R.A., (2008). Stages of collaboration and the realities of professional learning communities.
*Teaching and Teacher Education, 24*, 564-574. - Koellner-Clark, K. & Borko, H. (2004). Establishing a professional learning community among middle school mathematics teachers.
*Proceedings of the 28*, 223-230.^{th}Conference of the International Group for the Psychology of Mathematics Education, 2 - Lieberman, J. (2009). Reinventing teacher professional norms and identities: The role of lesson study and learning communities.
*Professional Development in Education, 35*(1), 83-99. - Slavit, D., Kennedy, A., Lean, A., Nelson, T.H., & Deuel, A. (2011).
*Teacher Education Quarterly 38*(3), 113-131. - Stein, M.K., Silver, E.A., & Smith, M.S., (1998). Mathematics reform and teacher development: A community of practice perspective. In J.G. Greeno & S.V. Goldman (Eds.),
*Thinking practices in mathematics and science learning*(pp. 17-52). - Turner, J.C., Warzon, K.B., & Christensen, A. (2011). Motivating mathematics learning: Changes in teachers’ practices and beliefs during a nine-month collaboration.
*American Educational Research Journal, 48*(30, 718-762.

### Teacher Education and Strategies

- Fernandez, A. (2012) Mathematics preservice teachers learning about English Language Learners through task-based interviews and noticing.
*Mathematics Teacher Educator, 1*(1), 10-22. - Roth McDuffie, A., Foote, M.Q., Bolson, C., Turner, E.E., Aguirre, J.M., Bartell, T.G., Drake, C., & Land, T. (2014). Use of video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases.
*Journal of Mathematics Teacher Education, 17*(3), 245-270. - Roth McDuffie, A., Foote, M.Q., Drake, C., Turner, E., Aguirre, J., Bartell, T.G., & Bolson, C. (2014). Use of video analysis to support prospective K-8 teachers’ noticing of equitable practices.
*Mathematics Teacher Educator, 2*(2),108-140.

### Teacher Mathematics Knowledge for Teaching

- Groth, R.E., & Bergner, J.A., (2013). Mapping the structure of knowledge for teaching nominal categorical data analysis.
*Educational Studies in Mathematics, 83*, 247-265. - Magiera, M.T., van den Kieboom, L.A., & Moyer, J.C. (2013). An exploratory study of pre-service mathematics teachers; knowledge of algebraic thinking.
*Educational Studies in Mathematics, 84*(1), 94-113.

### Teacher Professional Development and Change

- Boylan, M. (2010). ‘It’s getting me thinking and I’m an old cynic’: Exploring the relational dynamics of mathematics teacher change.
*Journal of Mathematics Teacher Education, 13*, 383-395. - Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth.
*Teaching and Teacher Education, 18 (8),*947-967. - Diezmann, C.M., Fox, J.L., deVries, E.B., Siemon, D.E. & Norris, G.B., (2007). Investigating the learning of a professional development team: The years 1-3 Mathematics Probes Project.
*Mathematics Teacher Education and Development, 8*, 94-116. - Fishman, B.J., Marx, R.W., Best, S. & Tal, R.T., (2003). Linking teacher and student learning to improve professional development in systemic reform.
*Teaching and Teacher Education, 19*(6), 643-658. - Gresalfi, M.S., & Cobb, P. (2011). Negotiating identities for mathematics teaching in the context of professional development.
*Journal for Research in Mathematics Education, 42*(3), 270-304. - Groth, R., (2007). Understanding teachers’ resistance to the curricular inclusion of alternative algorithms.
*Mathematics Education Research Journal, 19*(1), 3-28. - Hart, L. (2002). A four-year follow-up study of teachers’ beliefs after participating in a teacher enhancement project. In G.C. Leder, E. Pehkonen, & G. Torner (Eds.),
*Beliefs: A Hidden Variable in Mathematics Education?*, (pp. 161-176). Netherlands: Kluwer. - Herbel-Eisenmann, B.A., Lubienski, S.T., & Id-Deen, L., (2006). Reconsidering the study of mathematics instructional practices: The importance of curricular context in understanding local and global teacher change.
*Journal of Mathematics Teacher Education, 9*(4), 313-345. - Hill, H.C. (2011). The nature and effects of middle school mathematics teacher learning experiences.
*Teachers College Record, 115*(1), 205-234. - Koellner, K., Jacobs, J., & Borko, H. (2011). Mathematics professional development: Critical features for developing leadership skills and building teachers’ capacity.
*Mathematics Teacher Education and Development, 13.1*, 1150136. - McClain, K., Dean, C., & Schmittt, P. (2007). Locating professional development within institutional context: Cases from the middle grades. . In T. Lamberg & L. R. Wiest (Eds.)
*Proceedings of the 29*(pp. 812-818). Stateline (Lake Tahoe), NV: University of Nevada, Reno.^{th}Annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, - Nelson, T.H., & Slavit, D. (2008). Supported teacher collaborative inquiry.
*Teacher Education Quarterly, 35*(1), 99-116. - Turner, J.C., Warzon, K.B., & Christensen, A. (2011). Motivating mathematics learning: Changes in teachers’ practices and beliefs during a nine-month collaboration.
*American Educational Research Journal, 48*(30, 718-762. - Walshaw, M. & Anthony, G. (2007). Policy implementation: Integrating the personal and the social.
*Mathematics Teacher Education and Development, 8*, 5-22. - Zambo, R., & Zambo, D. (2008). The impact of professional development in mathematics on teachers’ individual and collective efficacy: The stigma of underperforming.
*Teacher Education Quarterly, 35*(1), 159-168.