Secondary Methods and Content

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.
  •          Horn, I.S. (2005). Learning on the job: A situated account of teacher learning in high school mathematics departments. Cognition and Instruction, 23(2), 207-236.
  •          Horn, I.S. (2007). Fast kids, slow kids, lazy kids: Framing the mismatch problem in math teachers’ conversations, Journal of the Learning Sciences, 16(1), 37-79
  •          Howley, A., Larson, W., Andrianaivo, S., Rhodes, M., & Howley, M. (2007). Standards-based reform of mathematics education in rural high schools. Journal of Research in Rural Education, 22(2), 1-12.
  •          Little, J.W. (2002). Professional community and the problem of high school reform. International Journal of Educational Research, 37, 693-714.
  •          Little, J.W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945.
  •          Little, J. W., & Horn, I. S. (2006). Normalizing problems of practice: Converting routine conversation into a resource for professional learning in professional communities. In L. Stoll & K. Seashore Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas. New York: Open University Press.
  •          Lloyd, G.M. (2008). Teaching mathematics with a new curriculum: Changes to classroom organization and interactions. Mathematical Thinking and Learning, 10, 163-195.
  •          McLaughlin, M.W., & Talbert, J.E. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
  •          McLaughlin, M.W., Talbert, J.E., & Bascia, N. (Eds., 1990). The contexts of teaching in secondary schools: Teachers’ realities. New York: Teachers College Press.
  •          Rousseau, C.K. (2004). Shared beliefs, conflict, and a retreat from reform: The story of a professional community of high school mathematics teachers. Teaching and Teacher Education, 20, 783-796.