### Video Resources for Instructors

- Annenberg Media’s K-4 Video Library highlighting how the NCTM Standards are reflected in elementary classrooms. http://www.learner.org/resources/series32.html
- Carpenter, T., Franke, M. L., & Levi, L. (2003).
*Thinking mathematically: Integrating arithmetic**and algebra in elementary school.*Portsmouth, NH: Heinemann. - Carpenter and colleagues are working on a second edition of CGI, which is said to include updated video clips
- Catherine Fosnot and colleagues’ video resources around Young Mathematicians At Work (facilitator’s packages include overview manual, facilitators guide, and interactive CD). http://www.heinemann.com/authors/productsByAuthor.aspx?id=293
- Parrish, S. (2010).
*Number Talks: Helping children build mental math and computation strategies (A multimedia professional learning resources)*. Sausalito, CA: Math Solutions. - Philipp, R. & Schappelle, B. (2012).
*Integrating Mathematics and Pedagogy (IMAP): Searchable collection of children’s-mathematical-thinking video clips.*Boston, MA: Pearson. - Storeygard, J. (2009).
*My kids can: Making math accessible to all learners, K-5.*Portsmouth, NH: Heinemann.

### Research on Children’s Mathematical Thinking

- Carpenter, T. (1985). Learning to add and subtract: An exercise in problem solving. In E. Silver (Ed.),
*Teaching and learning mathematical problem solving: Multiple research**perspectives*(pp. 17-40). Hillsdale, NJ: Erlbaum. - Carpenter, T., Fennema, E., Peterson, P. & Carey, D. (1988). Teachers’ pedagogical content knowledge of students’ problem solving in elementary arithmetic.
*Journal for Research**in Mathematics Education*,*19*, 385-401. - Carpenter, T., Fennema, E., Peterson, P., Chiang, C., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study.
*American**Educational Research Journal*,*26*(4), 499-531. - Carpenter, T., Franke, M. L., & Levi, L. (2003).
*Thinking mathematically: Integrating arithmetic**and algebra in elementary school.*Portsmouth, NH: Heinemann. - Chamberlin, M. (2005). Teachers' discussions of students' thinking: Meeting the challenge of attending to students' thinking.
*Journal of Mathematics Teacher Education, 8*, 141-170. - Empson, S. B., Junk, D., Dominguez, H., & Turner, E. (2006) Fractions as the Coordination of Multiplicatively Related Quantities: A Cross-Sectional Study of Children's Thinking.
*Educational Studies in Mathematics,*63, 1, 1-28. - Empson, S. B., & Levi, L. (2011).
*Extending children’s mathematics fractions and decimals:**Innovations in Cognitive Guided Instruction.*Portsmouth, NH: Heinemann. - Fennema, E., Franke, M. L., Carpenter, T. P., & Carey, D. A. (Fall, 1993). Using children's knowledge in instruction.
*American Educational Research Journal, 30*(3), 555-583. - Fuson, K. (1992). Research on whole number addition and subtraction. In D. Grouws (Ed.),
*Handbook of research on mathematics teaching and learning*(pp. 243-275). New York: Macmillan. - Jacobs, V., Ambrose, R., Clement, L. & Brown, D. (2006). Using teacher produced videotapes of student interviews as discussion catalysts.
*Teaching Children Mathematics*, 276-281. - Kazemi, E., & Franke, M. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry
*. Journal of Mathematics Teacher Education*, 7(3), 203–235. - Villasenor, A., & Kepner, H., "Arithmetic from a Problem-Solving Perspective: An Urban Implementation,"
*Journal for Research in Mathematics Education,*24 (1), 1993, pp. 62- 69.

### Research on Diversity, Equity and Children’s Funds of Knowledge Related to Mathematics

- Brenner, M. (1998). Development of mathematical communication in problem solving groups by language minority students.
*Bilingual Research Journal*, 22, 2, 3 & 4, 149-175. - Cahnmann, M. & Remillard, J. (2002). What counts and how: Mathematics teaching in culturally, linguistically, and socioeconomically diverse urban settings.
*The Urban**Review, 34*(3), 179-204. - Civil, M. (2006). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir and P. Cobb (Eds.),
*Improving access to mathematics: Diversity**and equity in the classroom*(pp. 105-117)*.*New York: Teachers College Press. - Civil, M. (2002). Culture and Mathematics: A community approach.
*Journal of Intercultural**Studies*, 23 (2), 133-148. - de Abreu, G. (1995). Understanding how children experience the relationship between home and school mathematics.
*Mind, Culture, and Activity*, 2(2), 119–142. - Ensign, J. (2005). Helping teachers use students’ home cultures in mathematics lessons: Developmental stages of becoming effective teachers of diverse students. In A. Rodriguez & R. Kitchen (Eds.),
*Preparing mathematics and science teachers for diverse**classrooms: Promising strategies for transformative pedagogy*(pp. 225-242). Mahwah, NJ: Lawrence Erlbaum. - Geary, D. (2004). Mathematics and learning disabilities.
*Journal of Learning Disabilities, 37*(10), 4-15. - González, N., Moll, L. & Amanti, C. (2005).
*Funds of knowledge: Theorizing practices in**households, communities, and classrooms.*Mahwah, NJ: Lawrence Earlbaum. - González, N., Andrade, R., Civil, M., Moll, L. (2001). Bridging funds of distributed knowledge: Creating zones of practices in mathematics.
*Journal of Education for Students Placed at**Risk*, 6 (1&2), 115-132. - Gutiérrez, R. (2002). Beyond Essentialism: The Complexity of Language in Teaching Mathematics to Latina/o Students.
*American Educational Research Journal, 39*(4), 1047- 1088. - Gutsetin, E., Lipman, P., Hernandez, P., & Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context.
*Journal for Research in Mathematics**Education*, 28 (6), 709-737. - Karp, K. (2004). Building responsibility for learning in students with special needs.
*Teaching Children Mathematics, 11*(3), 118-126. - Khisty, L. (1995). Making inequality: issues of language and meaning in mathematics teaching with Hispanic students. In W. Secada, E. Fennema, & L. Adajain (Eds.),
*New directions**for equity in mathematics education*(pp. 279-297). New York: Cambridge. - Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy.
*American**Education Research Journal*, 32 (3), 465-491. - Lipka, J. (2005). Math in a cultural context: Two case studies of a successful culturally based math project.
*Anthropology and Education Quarterly*, 36(4), 367–385. - Lubienski, S. T. (2007). Research, reform and equity in mathematics education. In N. S. Nasir & P. Cobb [Eds.]
*Improving access to mathematics: Diversity and equity in the classroom*(pp. 10-23). New York: Teacher’s College Press. - Lubienski, S. T. (2000). Problem solving as a means toward "mathematics for all": An exploratory look through a class lens.
*Journal for Research in Mathematics Education*,*31*(4), 454-482. - Maldonado, L., Turner, E., Dominguez, H. & Empson, S. (2008, in press). English Language Learners Learning From and Contributing To Mathematical Discussion
*.*To appear in*Mathematics for ALL: Instructional Strategies for Diverse Classrooms: Grades 3-**5*. Reston, VA: NCTM. - Matthews, L. (2003). Babies overboard! The complexities of incorporating culturally relevant teaching into mathematics instruction.
*Educational Studies in Mathematics,*53, 61-82. - Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms.
*Theory into Practice*, 31 (2), 132-141. - Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners.
*Mathematical Thinking and Learning, 4*(2&3), 289-212. - Nasir, N., Hand, V. & Taylor, E. (2008). Culture and Mathematics in School: Boundaries Between "Cultural" and "Domain" Knowledge in the Mathematics Classroom and Beyond.
*Review of Research in Education*, 32(1): 187 - 240. - Tate, W. (1994, February). Race, retrenchment and the reform of school mathematics.
*Phi Delta**Kappan*, 477-484. - Wager, A. A., & Whyte, K. (2013). Young children’s mathematics: Whose home practices are privileged?
*Journal of Urban Mathematics Education, 6*(1), 81-95. - Wager, A. A. (2012). Incorporating out-of-school mathematics: From cultural context to embedded practice.
*Journal of Mathematics Teacher Education, 15*(1), 9 – 23.

### Research on Integrating Children’s Mathematical Thinking with Children’s Funds of Knowledge

- Aguirre, J., Turner, E. E., Bartell, T., Craig, C. K., Foote, M. Q., Roth McDuffie, A., Drake, C. (2013). Making connections in practice: How prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction.
*Journal of Teacher Education 64*(2), 178-192. - Foote, M. (2006). Joining a study of culture and mathematical thinking by examining an individual child. In Alatorre, S., Cortina, J.L., Sáiz, M., and Méndez, A.(Eds)
*Proceedings of the 28 annual meeting of the North American Chapter of the International**Group for the Psychology of Mathematics Education, 2, 693*. Mérida, México: Universidad Pedagógica Nacional. - Foote, M. Q. (2009). Stepping out of the classroom: Building teacher knowledge for developing classroom practice.
*Teacher Education Quarterly*, 36(3), 39-53. - Rodriguez, A. (2005). Using sociotransformative constructivism to respond to teachers’ resistance to ideological and pedagogical change. In A. Rodriguez & R. Kitchen (Eds.),
*Preparing mathematics and science teachers for diverse classrooms: Promising**strategies for transformative pedagogy*(pp. 17-32). Mahwah, NJ:Lawrence Erlbaum. - Turner, E., Celedon-Pattichis, S., & Marshall, M. A. (2008).
*Opportunities to LearnProblem**Solving and Mathematics Discourse among Latino/a Kindergarten Students.*In R. Kitchen & E. Silver (Eds.) Promoting high participation and success in mathematics by Hispanic students: Examining opportunities and probing promising practices [A Research Monograph of TODOS: Mathematics for ALL] Washington D.C.: National Education Association Press.

### Readings related to Community Mathematics Explorations

- Buck, P. & Skilton-Sylvester, P. (2005). Pre-service teachers enter urban communities: Coupling fund of knowledge research and critical pedagogy in teacher education. In González, N., Moll, L. & Amanti, C. (Eds.),
*Funds of knowledge: Theorizing practices in households,**communities, and classrooms.*(p.213-232). Mahwah, NJ: Lawrence Earlbaum. - Civil, M. (2006). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir and P. Cobb (Eds.),
*Improving access to mathematics: Diversity**and equity in the classroom*(pp. 105-117)*.*New York: Teachers College Press. - Civil, M. (2002). Culture and Mathematics: A community approach.
*Journal of Intercultural**Studies*, 23 (2), 133-148. - de Abreu, G. (1995). Understanding how children experience the relationship between home and school mathematics.
*Mind, Culture, and Activity*, 2(2), 119–142. - Drake, C. & Norton-Meier, L. (2007).
*Creating Third Spaces: Integrating Family and Community Resources into Elementary Mathematics Methods.*Paper presented at the annual meeting of PME-NA, October 25, 2007. - Ensign, J. (2005). Helping teachers use students’ home cultures in mathematics lessons: Developmental stages of becoming effective teachers of diverse students. In A. Rodriguez & R. Kitchen (Eds.),
*Preparing mathematics and science teachers for diverse**classrooms: Promising strategies for transformative pedagogy*(pp. 225 - 242). Mahwah, NJ: Lawrence Erlbaum. - González, N., Moll, L. & Amanti, C. (2005).
*Funds of knowledge: Theorizing practices in**households, communities, and classrooms.*Mahwah, NJ: Lawrence Earlbaum. - Ladson-Billings, G.J. (1999). Preparing Teachers for Diverse Student Populations: A Critical Race Theory Perspective.
*Review of Research in Education*, 24, 211-247. - Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy.
*American**Education Research Journal*, 32 (3), 465-491. - Lipka, J. (2005). Math in a cultural context: Two case studies of a successful culturally based math project.
*Anthropology and Education Quarterly*, 36(4), 367–385. - Milner, H. R. & Smithney, M. (2003). How teacher educators created a course curriculum to challenge and enhance preservice teachers’ thinking and experience with diversity.
*Teaching Education,*14 (3), 293-305. - Civil, M. & Kahn, L. H. (2001). Mathematics instruction developed from a garden theme.
*Teaching Children Mathematics,*7 (7), 400-405. - Flores, A. (1997). Sí se puede. It can be done: Quality mathematics in more than one language. In J. Tentracosta (Ed.), Multicultural and gender equity in the mathematics classroom (p. 81-91). Reston, VA: National Council of Teachers of Mathematics.
- González, N., Andrade, R., & Carson, C. (2001). Creating links between home and school mathematics practices. In E. McIntyre, A. Rosebery, & N. Gonzalez (Eds.),
*Classroom**diversity: Connecting curriculum to students’ lives*(pp. 100–114). Portsmouth, NH: Heinemann. - Gutstein E. & Peterson, B. (2005).
*Rethinking Mathematics: Teaching Social Justice by the**Numbers*(pp. 117-120). Milwaukee: Rethinking Schools Publications. - Kahn, L. & Civil, M. (2001). Unearthing the mathematics of a classroom garden. In E. McIntyre, A. Rosebery, & N. González (Eds.),
*Classroom diversity: Connecting school to students’ lives*(pp. 37 - 50). Portsmouth, NH: Heinemann. - Kyle, D., McIntyre, E., & Moore, G. (2001). Connecting mathematics instruction with the families of young children.
*Teaching Children Mathematics*, 80-86. - Lo Cicero, A., Fuson, K., & Allexsaht-Snider, M. (2001),
*Mathematizing children's stories,**helping children solve word problems, and supporting parental involvement*. In W. Secada (Ed.) Changing the Faces of Mathematics: Perspectives on Latinos (pp. 59-70). Reston, VA: NCTM. - Torres-Velásquez, D. (2004). Culturally responsive mathematics teaching and English Language Learners.
*Teaching Children Mathematics*, 249-255. - Turner, E. & Font Strawhun, B. (2007, May). Posing problems that matter: Investigating school overcrowding.
*Teaching Children Mathematics*. (pp. 457-463). - Turner, E. & Font Strawhun, B. (2005). With Math, It's Like You Have More Defense. In Gutstein E. & Peterson, B. (Eds.),
*Rethinking Mathematics: Teaching Social Justice by**the Numbers*, (pp. 81-87). Milwaukee: Rethinking Schools Publications.

### Mathematics Tasks

- Breyfogle, M. L. & Williams, L. E. (2008/2009). Designing and implementing worthwhile tasks.
*Teaching Children Mathematics,*276 – 280. - Caufield, R., Harkness, S. S. & Riley, R. (2003). Surprise! Turning routine problems into worthwhile tasks.
*Mathematics Teaching in the Middle School,*198 – 201. - Cirillo, M., Herbel-Eisenmann, B. & Drake, C. (2009). Using curriculum to focus on understanding.
*Mathematics Teaching in the Middle School, 15*(1), 51 – 56. - Felton, M. D. (2010). Is math politically neutral?
*Teaching Children Mathematics,*60 – 63. - Kabiri, M. S. & Smith, N. L. (2003). Turning traditional textbook problems into open-ended problems.
*Mathematics Teaching in the Middle School,*186 – 192. - Land, T., Drake, C., Bartell, T.G., Aguirre, J., Foote, M.Q., Roth McDuffie, A., & Turner, E. E. (in press). Three strategies for opening curriculum spaces.
*Teaching Children**Mathematics.* - Peressini, D. & Knuth, E. (2000). The role of tasks in developing communities of mathematical inquiry.
*Teaching Children Mathematics,*391 – 397. - Smith, M. S., Bill, V. & Hughes, E. K. (2008). Thinking through a lesson: successfully implementing high-level tasks.
*Mathematics Teaching in the Middle School, 14*(3), 132 – 138. - Stallings, L. L. (2007). See a different mathematics.
*Mathematics Teaching in the Middle School, 13*(4), 212 – 217.

### Classroom Discourse/Norms for Discussion

- Chapin, S. H., O’Connor, C., & Anderson, N. C. (2009).
*Classroom discussions: using math talk**to help students learn*(2^{nd }Edition). Sausalito, CA: Scholastic, Inc. - Chapin, S. H., & O'Connor, C. (2007). Academically productive talk: Supporting students' learning in mathematics. In W. G. Martin & M. E. Strutchens (Eds.),
*The learning of**mathematics*(pp. 113-128). Reston, VA: The National Council of Teachers of Mathematics. - Esmonde, I. (2009). Ideas and identities: Supporting equity in cooperative mathematics learning.
*Review of Educational Research, 79*(2), 1008-1043. - Herbel-Eisenmann, B., & Cirillo, M. (Eds.). (2009).
*Promoting purposeful discourse*. Reston, VA: NCTM. - Jacobs, V. R. & Ambrose, R. C. (2008/2009). Making the most of story problems.
*Teaching**Children Mathematics*, 260 – 266. - Maldano, L. A., Turner, E. E., Dominguez, H., & Empson, S. B. (2009). English-language learners learning from, and contributing to, mathematical discussions. In D. White & J. Spitzer (Eds.)
*Mathematics for Every Student: Responding to Diversity, Grades PreK-5*(pp. 7 – 22). Reston, VA: National Council of Teachers of Mathematics. - Parks, A. N. (2009). Can teachers be too open?
*Teaching Children Mathematics,*424 – 428. - Roth McDuffie, A., & Young, T. A. (2003). Promoting mathematical discourse through children’s literature.
*Teaching Children Mathematics,*385 – 389. - Smith, M. S. & Stein, M. K. (2011).
*5 practices for orchestrating productive mathematics*discussions. Reston, VA: National Council of Teachers of Mathematics. - Staples, M., & Colonis, M. M. (2007). Making the most of mathematical discussions.
*Mathematics Teacher, 101*(4), 257-261. - Turner, E., Celedon-Pattichis, S., & Marshall, M. A. (2008). Opportunities to learn problem solving and mathematics discourse among Latino/a kindergarten students. In R. Kitchen & E. Silver (Eds.),
*Promoting high participation and success in mathematics by Hispanic**students: Examining opportunities and probing promising practices*[A Research Monograph of TODOS: Mathematics for ALL] Washington, D. C.: National Education Association Press.