Complete Reading List
Alphabetical by Author
Abramovich, S., & Brantlinger, A. (2004). Technologymotivated teaching of topics in number theory through a tool kit approach. International Journal of Mathematical Education in Science and Technology, 35(3), 317333.
Adetula, L. O. (1989). Solutions of simple word problems by nigerian children: Language and schooling factors. Journal for Research in Mathematics Education, 20(5), 489497.
An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in china and the u.S. Journal of Mathematics Teacher Education, 7(2), 145172.
Arbaugh, F. (2003). Study groups as a form of professional development for secondary mathematics teachers. Journal of Mathematics Teacher Education, 6(2), 139163.
Arbaugh, F., & Brown, C. A. (2002). Influences of the mathematical tasks framework on high school mathematics teachers' knowledge, thinking, and teaching. Paper presented at the Conference Name. Retrieved Access Date. from URL.
Ball, D. (1989). Research on teaching mathematics: Making subject matter knowledge part of the equation. In J. Brophy (Ed.), Advances in research on teaching: Vol. 2. Teachers' subject matter knowledge and classroom instruction. (pp. v.). Greenwich, Conn.: JAI Press Inc.
Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. Elementary School Journal, 90(4), 449466.
Ball, D. L. (2002). Knowing mathematics for teaching: Relations between research and practice. Mathematics and Education Reform Newsletter, 14, 15.
Ball, D. L. (2003). Mathematics in the 21st century: What mathematics knowledge is needed for teaching mathematics? Washington D.C.: U.S. Department of Education.
Ball, D. L., & Bass, H. (2003). Toward a practicebased theory of mathematical knowledge for teaching (Proceedings of the 2002 annual meeting of the Canadian mathematics education study group). Edmonton, AB.
Ball, D. L., & Cohen, D., K. (1999). Developing practice, developing practitioners: Towards a practicebased theory of professional education. In Teaching as the learning profession : Handbook of policy and practice (1st ed., pp. 332). San Francisco: JosseyBass Publishers.
Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. In Handbook of research on teaching (4th ed., pp. 433456). Washington, D.C.: American Educational Research Association.
Baranes, R., Perry, M., & Stigler, J. W. (1989). Activation of realworld knowledge in the solution of word problems. Cognition and Instruction, 6(4), 287318.
Blanton, M. L., & Kaput, J. J. (2005). Characterizing a classroom practice that promotes algebraic reasoning. Journal for Research in Mathematics Education, 36(5), 412446.
Boaler, J. (2006). Urban success: A multidimensional mathematics approach with equitable outcomes. Phi Delta Kappan, 87(5), 364369.
Boote, D. N., & Beile, P. (2005). Scholars before research: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 315.
Booth, L. (1988). Children's difficulties in beginning algebra. In The ideas of algebra, k12 : 1988 yearbook (pp. 2032). Reston, Va.: National Council of Teachers of Mathematics.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 315.
Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 501518.
Borko, H., Peressini, D., Romagnano, L., Knuth, E., WillisYorker, C., Wooley, C., et al. (2000). Teacher education does matter: A situative view of learning to teach secondary mathematics. Educational Psychologist, 35(3), 193206.
Brodie, K. (2004). Rethinking teachers' mathematical knowledge: A focus on thinking practices. Perspectives in Education, 22(1), 6580.
Brown, C. A., Stein, M. K., & Forman, E. A. (1996). Assisting teachers and students to reform the mathematics classroom. Educational Studies in Mathematics, 31(12), 6393.
Brownell, W. A. (1940). Borrowing in subtraction. Journal of Educational Research, 33, 415424.
Burbank, M. D., & Kauchak, D. (2003). An alternative model for professional development: Investigations into effective collaboration. Teaching and Teacher Education, 19(5), 499514.
Burbules, N. C. (2004). Ways of thinking about educational quality. Educational Researcher, 33(6), 410.
Byers, B. (1984). Dilemmas in teaching and learning mathematics. For the learning of mathematics, 4(1), 3539.
Cai, J., & Silver, E. A. (1995). Solution processes and interpretations of solutions in solving a divisionwithremainder story problem: Do chinese and u.S. Students have similar difficulties? Journal for Research in Mathematics Education, 26(5), 491497.
Carpenter, T. P., Fennema, E., Petersen, P. L., & Carey, D. A. (1988). Teachers' pedagogical content knowledge of students' problem solving in elementary arithmetic. Journal for Research in Mathematics Education, 19(5), 385401.
Carraher, T. N. (1989). The crossfertilization of research paradigms. Congnition and Instruction, 6(4), 319323.
Carraher, T. N., Carraher, D. W., & Schliemann, A. c. D. (1987). Written and oral mathematics. Journal for Research in Mathematics Education, 18(2), 8397.
Chalouh, L., & Herscovics, N. (1988). Teaching algebraic expressions in a meaningful way. In The ideas of algebra, k12 : 1988 yearbook (pp. 3342). Reston, Va.: National Council of Teachers of Mathematics.
Charischak, I. (2000). A look at technology's role in professional development of mathematics teachers at the middle school level. School Science and Mathematics, 100(7), 349354.
Chazan, D. (1999). On teachers' mathematical knowledge and student exploration: A personal story about teaching a technologically supported approach to school algebra. International Journal of Computers for Mathematical Learning, 4(23), 121149.
Chazan, D., & Ball, D. (1999). Beyond being told not to tell. For the Learning of Mathematics, 19(2), 210.
Chazan, D., Larriva, C., & Sandow, D. (1999). What kind of mathematical knowledge supports teaching for â€śconceptual understandingâ€ť? Preservice teachers and the solving of equations. Paper presented at the Proceedings of the Twentythird Annual Conference of the International Group for the Psychology of Mathematics Education, Haifa, Israel.
Clark, J. (2003). Batterypowered learning. Down East, 5255.
Cohen, D. K. (1990). A revolution in one classroom: The case of mrs. Oublier. Educational Evaluation and Policy Analysis, 12(3), 327345.
Cohen, D. K., & Hill, H. C. (2000). Instructional policy and classroom performance: The mathematics reform in california. Teachers College Record, 102(2), 294343.
Cooney, T. J., & Shealy, B. (1997). On understanding the structure of teachers' beliefs and their relationship to change. In Mathematics teachers in transition (pp. 87110). Mahwah, NJ: Lawrence Erlbaum Associates.
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), 306333.
Crowley, M. (1987). The van hiele model of the development of geometric thought. In Learning and teaching geometry, k12 (pp. 116). Reston, Va.: National Council of Teachers of Mathematics.
Davis, G., Hunting, R. P., & Pearn, C. (1993). What might a fraction mean to a child and how would a teacher know? Journal of Mathematical Behavior, 12(1), 6376.
Dewey, J. (1964). The relation of theory to practice in education. In John dewey on education; selected writings (pp. 313338). New York,: Modern Library.
Erlwanger, S. H. (1973). Benny's conception of rules and answers in ipi mathematics. Journal of Children's Mathematical Behavior, 1(2), 726.
Even, R. (1993). Subjectmatter knowledge and pedagogical content knowledge: Prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24(2), 94116.
Farrell, M. (1987). Geometry for secondary school teachers. In Learning and teaching geometry, k12 (pp. 236250). Reston, Va.: National Council of Teachers of Mathematics.
Featherstone, H., Pfeiffer, L., & Smith, S. P. (1993). Learning in good company: Report on a pilot study. East Lansing: Michigan State University, National Center for Research on Teacher Learning.
Fernandez, E. (1997). The "'standards'like" Role of teachers' mathematical knowledge in responding to unanticipated student observations. First draft.
First steps toward revision 18941920. (1970). (1970). In A history of mathematics education in the united states and canada (pp. 3689). Washington,: National Council of Teachers of Mathematics.
Franke, M. L., & Kazemi, E. (2001). Teaching as learning within a community of practice. In Beyond classical pedagogy : Teaching elementary school mathematics (pp. 4774). Mahwah, N.J.: L. Erlbaum Associates.
Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers' generative change: A followup study of professional development in mathematics. In American educational research journal (Vol. 38, pp. 653689). [Washington]: American Educational Research Association.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915945.
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 9421012.
Grouws, D. A., & Schultz, K. A. (1996). Mathematics teacher education. In Handbook of research on teacher education: A project of the association of teacher educators (2nd ed., pp. 442458). New York: Macmillan Library Reference, USA.
Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748750.
Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, latino school. Journal for Research in Mathematics Education, 34(1), 3773.
Halai, A. (1998). Mentor, mentee, and mathematics: A story of professional development. Journal of Mathematics Teacher Education, 1(3), 295315.
Hatfield, L. L. (1992). Explorations with chance. The mathematics teacher, 280282.
Hatfield, L. L. (2001). On becoming a constructivist mathematics teacher. In F. J. Stephenson (Ed.), Extraordinary teachers : The essence of excellent teaching (pp. 193201). Kansas City Mo.: Andrews McMeel Pub.
Hativa, N. (1988). Sigal's ineffective computerbased practice of arithmetic: A case study. Journal for Research in Mathematics Education, 19(3), 195214.
Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development. In Teaching as the learning profession : Handbook of policy and practice (1st ed., pp. 127150). San Francisco: JosseyBass Publishers.
Herbst, P., & Chazan, D. (2003). Exploring the practical rationality of mathematics teaching through conversations about videotaped episodes: The case of engaging students in proving. For the Learning of Mathematics, 23(1), 214.
Hill, H. C., & Ball, D. L. (2004). Learning mathematics for teaching: Results from california's mathematics professional development institutes. Journal for Research in Mathematics Education, 35(5), 330351.
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371406.
Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers' mathematics knowledge for teaching. Elementary School Journal, 105(1), 11.
Hord, S. M. (1997). Professional learning communities: What are they and why are they important? Issues about change, 6(1), 18.
Hunting, R. P., Davis, G., & Pearn, C. A. (1996). Engaging wholenumber knowledge for rationalnumber learning using a computerbased tool. Journal for Research in Mathematics Education, 27(3), 354379.
Izsak, A., Tillema, E., & TuncPekkan, Z. (2005). Teaching and learning fraction addition on number lines. Manuscript submitted.
Jacobs, J. K., Hiebert, J., Givvin, K. B., Hollingsworth, H., Garnier, H., & Wearne, D. (2006). Does eighthgrade mathematics teaching in the united states align with the nctm standards? Results from the timss 1995 and 1999 video studies. Journal for Research in Mathematics Education, 37(1), 532.
Jones, D., & Bush, W. S. (1996). Mathematical structures: Answering the "Why" Questions. Mathematics Teacher, 89(9), 716722.
Kazemi, E., & Franke, M. L. (2003). Using student work to support professional development in elementary mathematics. A ctp working paper.
Kieran, C. (1988). Two different approaches among algebra learners. In The ideas of algebra, k12 : 1988 yearbook (pp. 9196). Reston, Va.: National Council of Teachers of Mathematics.
Kieran, C., & Chalouh, L. (1993). Prealgebra: The transition from arithmetic to algebra. In Research ideas for the classroom: Middle grades mathematics (pp. 179198). New York: Maxwell Macmillan International.
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Teaching for mathematical proficiency. In Adding it up (pp. 313368). Washington, DC: National Academy Press.
Kruse, S. D., & Louis, K. S. (1993). An emerging framework for analyzing schoolbased professional community. Paper presented at the American Educational Research Association, Atlanta, GA.
LadsonBillings, G. (1994). The dreamkeepers. Successful teachers of african american children.
Lagrange, J.B. (2003). Learning techniques and concepts using cas: A practical and theoretical reflection. In J. T. Fey, C. Cuoco, C. Kieran, L. McMullin & R. M. Zbiek (Eds.), Computer algebra systems in secondary school mathematics education. (pp. 269283). Reston, VA: National Council of Teachers of Mathematics.
Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91196). New York: Cambridge University Press.
Langford, K., & Huntley, M. A. (1999). Internships as commencement: Mathematics and science research experiences as catalysts for preservice teacher professional development. Journal of Mathematics Teacher Education, 2(3), 277299.
Lappan, G., & Briars, D. (1995). How should mathematics be taught? In I. Carl (Ed.), Prospects for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, & Activity, 3(3), 149164.
Lehrer, R., & Franke, M. L. (1992). Applying personal construct psychology to the study of teachers' knowledge of fractions. Journal for Research in Mathematics Education, 23(3), 223241.
Leinhardt, G. (1989). Math lessons: A contrast of novice and expert competence. Journal for Research in Mathematics Education, 20(1), 5275.
Linchevski, L., & Kutscher, B. (1998). Tell me with whom you're learning, and i'll tell you how much you've learned: Mixed ability versus sameability grouping in mathematics. Journal for Research in Mathematics Education, 29(5), 533554.
Linville, W. J. (1976). Syntax, vocabulary, and the verbal arithmetic problem. School Science and Mathematics.
Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129151.
Little, J. W. (2002). Locating learning in teachers' communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18(8), 917946.
Livingston, C., & Borko, H. (1990). High school mathematics review lessons: Expertnovice distinctions. Journal for Research in Mathematics Education, 21(5), 372387.
Lobato, J., Clarke, D., & Ellis, A. B. (2005). Initiating and eliciting in teaching: A reformulation of telling. Journal for Research in Mathematics Education, 36(2), 101136.
Lord, B. (1994). Teachers' professional development: Critical colleagueship and the role of professional communities. In The future of education : Perspectives on national standards in america (pp. 175203). New York: College Entrance Examination Board.
LoucksHorsley, S., & Matsumoto, C. (1999). Research into practice. School Science & Mathematics, 99(5), 258.
Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of teacher education, 41(3), 311.
Mason, C. L. (1999). The triad approach: A consensus for science teaching and learning. In J. GessNewsome & N. J. Lederman (Eds.), Pedagogical content knowledge: Its role and usefulness in science teacher education. (pp. 277299). Amsterdam, The Netherlands: Kluwer Academic Publishing.
Mason, J. (2000). Asking mathematical questions mathematically. International Journal of Mathematical Education in Science and Technology, 31(1), 97111.
McNeal, B., & Simon, M. A. (1999). Mathematics culture clash: Negotiating new classroom norms with prospective teachers. Journal of Mathematical Behavior, 18(4), 475509.
Metcalf, K. K., Hammer, M. A. R., & Kahlich, P. A. (1996). Alternatives to fieldbased experiences: The comparative effects of oncampus laboratories. Teaching and Teacher Education, 12(3), 271283.
Moss, J., & Case, R. (1999). Developing children's understanding of the rational numbers: A new model and an experimental curriculum. Journal for Research in Mathematics Education, 30(2), 122147.
Munby, H., Russell, T., & Martin, A. (2001). Teachers' knowledge and how it develops. In Handbook of research on teaching (4th ed., pp. 877904). Washington, D.C.: American Educational Research Association.
Nathan, M. J., & Knuth, E. J. (2003). A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction, 21(2), 175207.
National Council of Teachers of Mathematics. Commission on Teaching Standards for School Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: The Council.
O'Daffer, P. G., & Thornquist, B. A. (1993). Critical thinking, mathematical reasoning, and proof. In Research ideas for the classroom (pp. 3956). New York: Maxwell Macmillan International.
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307332.
Paul, D. J., Nibbelink, W. H., & Hoover, H. D. (1986). The effects of adjusting readability on the difficulty of mathematics story problems. Journal for Research in Mathematics Education, 17(3), 163171.
Pehkonen, E., & Torner, G. (1999). Teachers' professional development: What are the key change factors for mathematics teachers? European Journal of Teacher Education, 22(2&3), 259275.
Peressini, D., & Knuth, E. (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), 107125.
Pesek, D. D., & Kirshner, D. (2000). Interference of instrumental instruction in subsequent relational learning. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research. (pp. 524540). Reston, VA: NCTM.
Phelan, A., McEwan, H., & Pateman, N. (1996). Collaboration in student teaching: Learning to teach in the context of changing curriculum practice. Teaching and Teacher Education, 12(4), 335353.
Piaget, J. (1964a). Development and learning. Paper presented at the Piaget rediscovered: A report of the conference on cognitive studies and curriculum development., Ithaca, NY: School of Education, Cornell University.
Piaget, J. (1964b). The development of mental imagery. Paper presented at the Piaget rediscovered: A report of the conference on cognitive studies and curriculum development., Ithaca, NY: School of Education, Cornell University.
Piaget, J. (1964c). Mother structures and the notion of of number. Paper presented at the Piaget rediscovered: A report of the conference on cognitive studies and curriculum development., Ithaca, NY: School of Education, Cornell University.
Piaget, J. (1964d). Relations between the notions of time and speed in children. Paper presented at the Piaget rediscovered: A report of the conference on cognitive studies and curriculum development., Ithaca, NY: School of Education, Cornell University.
Plunkett, S. (1981). Fundamental questions for teachers. For the learning of mathematics, 2(2), 4648.
Quesada, A. R., & Maxwell, M. E. (1994). The effects of using graphing calculators to enhance college students' performance in precalculus. Educational Studies in Mathematics, 27(2), 205215.
Roberge, J. J., & Flexer, B. K. (1984). Cognitive style, operativity, and reading achievement. American Educational Research Journal, 21(1), 227236.
Rousseau, C., & Tate, W. F. (2003). No time like the present: Reflecting on equity in school mathematics. Theory into pracice, 42(3), 210216.
Ruthven, K. (1990). The influence of graphic calculator use on translation from graphic to symbolic forms. Educational Studies in Mathematics, 21(5), 431450.
Saxe, G. B. (1989). Transfer of learning across cultural practices. Cognition and Instruction, 6(4), 325330.
Saxe, G. B., Taylor, E. V., McIntosh, C., & Gearhart, M. (2005). Representing fractions with standard notation: A developmental analysis. Journal for Research in Mathematics Education, 36(2), 137157.
Schifter, D. (1998). Learning mathematics for teaching: From a teachers' seminar to the classroom. Journal of Mathematics Teacher Education, 1(1), 5587.
Schorr, R. Y., Firestone, W. A., & Monfils, L. (2003). State testing and mathematics teaching in new jersey: The effects of a test without other support. Journal for Research in Mathematics Education, 3(5), 373405.
Schwarz, B. B., & Hershkowitz, R. (1999). Prototypes: Brakes or levers in learning the function concept? The role of computer tools. Journal for Research in Mathematics Education, 30(4), 362389.
Seeley, M. M. (1994). The mismatch between assessment and grading. Educational Leadership, 52(2), 46.
Shaughnessy, J. M., & Bergman, B. (1993). Thinking about uncertainty: Probability and statistics. In Research ideas for the classroom: High school mathematics (pp. 177197). New York: Maxwell Macmillan International.
Sherin, M. G. (2002). When teaching becomes learning. Cognition and Instruction, 20(2), 119150.
Shuhua, A., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in china and the u.S. Journal of Mathematics Teacher Education, 7, 145172.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 414.
Silver, E., & Smith, J. P. (1981). Random digits and simulations. In Teaching statistics and probability yearbook (pp. 7073). Reston, VA: National Council of Teachers of Mathematics.
Silver, E. A. (2000a). Improving mathematics teaching and learning. Mathematics Teaching in the Middle School, 6(1), 2023.
Silver, E. A. (2000b). Improving mathematics teaching and learning: How can "Principles and standards" Help? Mathematics Teaching in the Middle School, 6(1), 2023.
Silver, E. A. (2003). Lessons learned from examining mathematics teaching around the world. Invited commentary. Education Statistics Quarterly, 5(1), 2023.
Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27(5), 521539.
Silver, E. A., & Kenney, P. A. (1993). An examination of relationships between the 1990 naep mathematics items for grade 8 and selected themes from the nctm standards. Journal for Research in Mathematics Education, 24(2), 159167.
Silver, E. A., & Kilpatrick, J. (1994). E pluribus unum: Challenges of diversity in the future of mathematics education research. Journal for Research in Mathematics Education, 25(6), 734754.
Silver, E. A., Shapiro, L. J., & Deutsch, A. (1993). Sense making and the solution of division problems involving remainders: An examination of middle school students' solution processes and their interpretations of solutions. Journal for Research in Mathematics Education, 24(2), 117135.
Silver, E. A., & Stein, M. K. (1996). The quasar project: The "Revolution of the possible" In mathematics instructional reform in urban middle schools. Urban Education, 30(4), 476521.
Silverman, J. (2005). An investigation of content knowledge for teaching: Understanding its development and its influence on pedagogy. Vanderbilt University, Knoxville, TN.
Simon, M. A. (1997). Developing new models of mathematics teaching: An imperative research on mathematics teacher development. In Mathematics teachers in transition (pp. 5586). Mahwah, NJ: Lawrence Erlbaum Associates.
Skott, J. (2001). The emerging practices of a novice teacher: The roles of his school mathematics images. Journal of Mathematics Teacher Education, 4(1), 328.
Smith, J. P. (1996). Efficacy and teaching mathematics by telling: A challenge for reform. Journal for Research in Mathematics Education, 27(4), 387402.
Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), 115163.
Stake, R. E. (1994). Case studies. In Handbook of qualitative research (pp. 236247). Thousand Oaks, Calif.: Sage Publications.
Steen, L. A. (1988). The science of patterns. Science, 240(4852), 611616.
Steen, L. A. (1999). Numeracy: The new literacy for a datadrenched society. Educational Leadership, 57(2), 813.
Steffe, L. P. (1994). Children's construction of meaning for arithmetic words: A curriculum problem. In Implicit and explicit knowledge : An educational approach (Vol. 6, pp. 131168). Norwood, N.J.: Ablex Pub. Corp.
Steffe, L. P. (2001). A new hypothesis concerning children's fractional knowledge. Journal of Mathematical Behavior, 20(3), 267307.
Steffe, L. P. (2003). Fractional commensurate, composition, and adding schemes learning trajectories of jason and laura: Grade 5. Journal of Mathematical Behavior, 22(3), 237295.
Steffe, L. P. (2004). On the construction of learning trajectories of children: The case of commensurate fractions. Mathematical Thinking & Learning, 6(2), 129162.
Steffe, L. P. (in press). Fraction monograph. Journal of Mathematical Behavior.
Steffe, L. P., & Tsur, R. (1994). Interaction and children's mathematics. In Constructing mathematical knowledge : Epistemology and mathematical education (pp. 832). London ; Washington, D.C.: Falmer Press.
Stein, M. K., & Brown, C. A. (1997). Teacher learning in a social context: Integrating collaborative and institutional processes with the study of teacher change. In E. Fennema & B. S. Nelson (Eds.), Mathematics teachers in transition. (pp. 155191): Lawrence Erlbaum Associates, Publishers.
Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standardsbased mathematics instruction: A casebook for professional development., New York: Teachers College Press.
Stylianides, A. J., & Ball, D. L. (2004). Studying the mathematical knowledge needed for teaching: The case of teachers' knowledge of reasoning and proof. Paper presented at the Annual meeting of the American Educational Research Association, San Diego, CA.
Stylianou, D. A., Kenney, P. A., & Silver, E. A. (2000). Gaining insight into students' thinking through assessment tasks. Mathematics Teaching in the Middle School, 6(2), 136144.
Sztajn, P. (2003). Adapting reform ideas in different mathematics classrooms: Beliefs beyond mathematics. Journal of Mathematics Teacher Education, 6(1), 5375.
Tharp, R. G., & Gallimore, R. (1989). Rousing schools to life. American educator, 2052.
Thompson, A. G. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105127.
Thompson, A. G., & Thompson, P. W. (1996). Talking about rates conceptually, part ii: Mathematical knowledge for teaching. Journal for Research in Mathematics Education, 27(1), 224.
Thompson, C. S., & Bush, W. S. (2003). Improving middle school teachers' reasoning about proportional reasoning. Mathematics Teaching in the Middle School, 8(8), 398403.
Thompson, D., & Senk, S. (1993). Assessing reasoning and proof in high school. In Assessment in the mathematics classroom (pp. 167176). Reston, Va.: National Council of Teachers of Mathematics.
Usiskin, Z. (1987). Resolving the continuing dilemmas in school geometry. In Learning and teaching geometry, k12 (pp. 1731). Reston, Va.: National Council of Teachers of Mathematics.
Usiskin, Z. (1988). Conceptions of school algebra and uses of variables. In The ideas of algebra, k12 : 1988 yearbook (pp. 819). Reston, Va.: National Council of Teachers of Mathematics.
van Oers, B. (1996). Learning mathematics as a meaningful activity. In Theories of mathematical learning (pp. 91113). Mahwah, N.J.: L. Erlbaum Associates.
Von Glasersfeld, E. (1982). An interpretation of piaget's constructivism. Renue internationale de philosophie, 36, 612635.
Von Glasersfeld, E. (1984a). An introduction to radical constructivism. In P. Watslawick (Ed.), The invented reality (pp. 1740). New York: Norton.
von Glasersfeld, E. (1984b). An introduction to radical constructivism. In The invented reality : How do we know what we believe we know? : Contributions to constructivism (1st ed., pp. 1740). New York: Norton.
von Glasersfeld, E. (1987). The construction of knowledge : Contributions to conceptual semantics. In The systems inquiry series (pp. 307333). Seaside, Calif.: Intersystems Publications ;.
von Glasersfeld, E. (1989). Abstraction, representation, and reflection, an interpretation of experience and piaget's approach.
Wagner, S., & Parker, S. (1993). Advancing algebra. In Research ideas for the classroom: High school mathematics (pp. 117139). New York: Maxwell Macmillan International.
Wang, N., & Lane, S. (1996). Detection of genderrelated differential item functioning in a mathematics performance assessment. Applied Measurement in Education, 9(2), 175199.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity.: Cambridge University Press.
Wenner, G. (2001). Science and mathematics efficacy beliefs held by practicing and prospective teachers: A 5year perspective. Journal of Science Education and Technology, 10(2), 181187.
Williams, S. R., & Baxter, J. A. (1996). Dilemmas of discourseoriented teaching in one middle school mathematics classroom. Elementary School Journal, 97(1), 2138.
Wilson, M. R. (1994). One preservice secondary teacher's understanding of function: The impact of a course integrating mathematical content and pedagogy. Journal for Research in Mathematics Education, 25(4), 346370.
Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Educational Research, 24, 173209.
