Useful Articles

BIBLIOGRAPHY OF USEFUL ARTICLES FOR AMTE MEMBERS

Within this Useful Articles section, you will find a bibliography of articles that one or more AMTE members has recommended because they discuss important issues in the preparation and development of mathematics teachers and mathematics teacher educators. This is not an exhaustive list. Rather it is a list of articles that some AMTE members have found useful in teaching their courses. We hope that other members might also find these articles useful. The articles are grouped under the following headings:

If a member has a suggestion for an article that should be added to this bibliography, please contact Research Committee Member, Tonya Gau Bartell.

  • Sep 6, 2013, 1:03 am

    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- .  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 (2nd 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.

     

  • Sep 6, 2013, 1:02 am

    Assessment

    • Petit, M., Zawojewski, J. S., & Lobato, J. (2010). Formative assessment in secondary mathematics classrooms. In J. Lobato & F. K. Lester Jr. (Eds.), Teaching and learning mathematics: Translating research to the secondary classroom . Reston, VA: National Council of Teachers of Mathematics.
    • Stiff, L. V., Johnson, J. L., & Akos, P. (2011). Examining what we know for sure: Tracking in middle grades mathematics. In W. F. Tate, K. King, & C. R. Anderson (Eds.), Connecting Research, Practice, and Policy in Mathematics Education. Reston: Va.: National Council of Teachers of Mathematics.

    Equity

    •          Bartell, T. G. & Meyer, M. (2008). Addressing the equity principle in the math classroom. Mathmatics Teacher, 101(8), 604-614.
    •          Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.
    •          Leonard, J., Napp, C., & Adeleke, S. (2009). The complexities of culturally relevant pedagogy: A case study of two secondary mathematics teachers and their ESOL students. The High School Journal, 3-22.
    •          Herzig, A. (2005). Goals for achieving diversity in mathematics classrooms. Mathematics Teacher, 99(4), 253.
    •          Horn, I. S. (2014). Strength in numbers: Collaborative learning in secondary mathematics. Reston, VA: NCTM.
    •          Nasir, N. S., Cabana, C., Shreve, B., Woodbury, E., & Louie, N. (2014). Mathematics for Equity: A framework for successful practice. New York, NY: Teachers College Press.

    Problem Solving

    •          Wilson, J.W., Fernandez, M.L., & Hadaway, M. (no date) Mathematical Problem Solving. http://jwilson.coe.uga.edu/emt725/PSsyn/Pssyn.html
    •          Lester, F.K.Jr., Masingila, J.O., Mau, S.T., Lambdin, D.V., dos Santon, V.M. and Raymond, A.M. (1994). Learning how to teach via problem solving. in Aichele, D. and Coxford, A. (Eds.) Professional Development for Teachers of Mathematics , pp. 152-166. Reston, Virginia: NCTM.

    Secondary Curricula and Student Learning

    •          Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Teacher Education, 33(4), 239-258.
    •          Boaler, J. (2006). How a detracked mathematics approach promoted respect, responsibility, and high achievement. Theory Into Practice, 45(1), 40-46.
    •          Boaler, J. & Greeno, J.G., (2000). Identity, agency, and knowing in mathematics worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning, pp. 171-200. Westport, CT: Ablex.
    •          Grouws, D.A., Tarr, J.E., Chavez, O., Sears, R., Soria, V.M., & Taylan, R.D. (2013). Curriculum and implementation effects on high school students’ learning from curricula representing subject-specific and integrated content organizations. Journal for Research in Mathematics Education, 44(2), 416-463.
    •          Lloyd, G. M., & Pitts Bannister, V. R. (2010). Secondary curriculum materials as tools for teacher learning. In R. Reyes & B. Reyes (Eds.), K-12 Mathematics Curriculum: Issues, Trends and Future Directions (NCTM 72nd Yearbook). Reston, VA: National Council of Teachers of Mathematics.
    •          Lynch, K. & Star, J.R. (2014). Views of struggling students on instruction incorporating multiple strategies in Algebra I: An exploratory study. Journal for Research in Mathematics Education, 1(45), 6-18.
    •          Rolland, R.G. (2012). Synthesizing the evidence on classroom goal structures in middle and secondary schools: A meta-analysis and narrative review. Review of Educational Research, 82(4), 396-435.
    •          Tarr, . J.E., Grouws, D.A., Chavez, O., & Soria, V.M. (2013). The effects of content organization and curriculum implementation on students’ mathematics learning in second-year high school courses. Journal for Research in Mathematics Education, 4(44), 683-729.

    Secondary Teacher Education and Professional Development

    •          Arbaugh, F., Lannin, J., Jones, D.L., & Park-Rogers, M. (2006). Examining instructional practices in Core-Plus lessons: Implications for professional development. Journal of Mathematics Teacher Education, 9, 517-550.
    •          Boston, M.D. (2013). Connecting changes in secondary mathematics teachers’ knowledge to their experiences in a professional development workshop. Journal of Mathematics Teacher Education, 16, 7-31.
    •          Brown, N. & Benken, B.M. (2009). So when do we teach mathematics? Vital elements of professional development for high school mathematics teachers in an urban context. Teacher Education Quarterly, 36(3),55-73
    •          Conner, A. (2013). Authentic argumentation with prospective secondary teachers: The case of 0.999… Mathematics Teacher Educator, 1(2), 172-180.
    •          Felton, M. D. (2012). Test scores in the U. S.: Introducing the data to pre-service teachers. Teaching for Excellence and Equity in Mathematics, 4(1), 7-14.
    •          Horn, I.S., Nolen, S.B., Ward, C., Campbell, S.S. (2008). Developing practices in multiple worlds: The role of identity in learning to teach. Teacher Education Quarterly, 61-72.
    •          Lloyd, G. M., & Pitts Bannister, V. R. (Eds.) (2011). Curriculum-based activities and resources for preservice mathematics teachers. Reston, VA: National Council of Teachers of Mathematics.
    •          Nelson, T. & Slavit, D. (2008). Supported teacher collaborative inquiry. Teacher Education Quarterly, 35(1), 99-116.
    •          Peressini, D.D., Borko, H., Romagnano, L., Knuth, E. & Willis, C. (2004). Conceptual frameworks for learning to teach secondary mathematics: A situative perspective. Educational Studies in Mathematics, 56, 67-96.
    •          Peressini, D.D. & Knuth, E.J. (1998). Why are you talking when you could be listening? The role of discourse and reflection in the professional development of a secondary mathematics teacher. Teaching and Teacher Education, 14(1), 107-125.
    •          Steele, M.D., & Hillen, A.F. (2012). The content-focused methods course: A model for integrating pedagogy and mathematics content. Mathematics Teacher Educator, 1 (1), 53-68.
    •          Van Zoest, L. R. & Stockero, S.L. (2012). Capitalizing on productive norms to support teacher learning. Mathematics Teacher Education, 1(1), 41-52.

    Student Beliefs, Emotions, and Learning

    •          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 Identity and 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.
    •          Beswick, K. (2007). Teachers’ beliefs that matter in secondary mathematics classrooms. Educational Studies in Mathematics, 65, 95-120.
    •          Beijaard, D., Verloop, N. & Vermunt, J.D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764.
    •          Cooney, T.J., Shealy, B.E., & Arvold, B. (1998). Conceptualizing belief structures of preservice secondary mathematics teachers. Journal for Research in Mathematics Education, 29(3), 306-333.
    •          Horn, I.S., Nolen, S.B., Ward, C., Campbell, S.S. (2008). Developing practices in multiple worlds: The role of identity in learning to teach. Teacher Education Quarterly, 61-72.
    •          Nathan, M.J., & Petrosino, A. (2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40 (4), 905-928.
    •          Rolland, R.G. (2012). Synthesizing the evidence on classroom goal structures in middle and secondary schools: A meta-analysis and narrative review. Review of Educational Research, 82(4), 396-435.

    Teacher Knowledge

    •          Boston, M.D. (2013). Connecting changes in secondary mathematics teachers’ knowledge to their experiences in a professional development workshop. Journal of Mathematics Teacher Education, 16, 7-31.
    •          Cavey, L.O., & Berenson, S.B. (2005). Learning to teach high school mathematics: Patterns of growth in understanding right triangle trigonometry. Journal of Mathematical Behavior, 24, 171-190.
    •          Cooney, T.J. (1999). Conceptualizing teachers’ ways of knowing. Educational Studies in Mathematics, 38, 163-187.
    •          Kinach,B.M., (2002). A cognitive strategy for developing pedagogical content knowledge in the secondary mathematics methods course: Toward a model of effective practice. Teaching and Teacher Education, 18, 51-71.
    •          Leikin, R. & Levav-Waynberg, A. (2007). Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks. Educational Studies in Mathematics, 66, 349-371.
    •          Nathan, M.J., & Petrosino, A. (2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40 (4), 905-928.

    Teaching Contexts and Effects on Teaching

    •          Cobb, P., McClain, K., de Silva Lamberg, T., & Dean, C. (2003). Situating teachers' instructional practices in the institutional setting of the school and school district. Educational Researcher 32 (6), 13-24.
    •          Gregg, J. (1995). The tensions and contradictions of the school mathematics tradition. Journal for Research in Mathematics Education, 26(5), 442-466.
    •          Grossman, P.L. & Stodolsky, S.S. (1994). Considerations of content and the circumstances of secondary school teaching. Review of Research in Education, 20, 179-221.
    •          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.
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  • Sep 6, 2013, 1:01 am

    Research on Pre-Service Teachers and Children’s Mathematical Thinking

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    • Roth McDuffie, A., Akerson, V., & Morrison, J. (2003). Designing and implementing meaningful field-based experiences for mathematics methods courses: A framework and program description. The Mathematics Educator , 13, 1, 22-32.
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    • Vacc, N. N., & Bright, G. W. (1999). Elementary pre-service teachers’ changing beliefs and instructional use of children’s mathematical thinking, Journal for Research in Mathematics Education, 30 (1), 89-110.

     

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