### 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 72^{nd}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.