Complete Reading List Alphabetical by Author



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Complete Reading List

Alphabetical by Author
Abramovich, S., & Brantlinger, A. (2004). Technology-motivated teaching of topics in number theory through a tool kit approach. International Journal of Mathematical Education in Science and Technology, 35(3), 317-333.

Adetula, L. O. (1989). Solutions of simple word problems by nigerian children: Language and schooling factors. Journal for Research in Mathematics Education, 20(5), 489-497.

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), 145-172.

Arbaugh, F. (2003). Study groups as a form of professional development for secondary mathematics teachers. Journal of Mathematics Teacher Education, 6(2), 139-163.

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), 449-466.

Ball, D. L. (2002). Knowing mathematics for teaching: Relations between research and practice. Mathematics and Education Reform Newsletter, 14, 1-5.

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 practice-based 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 practice-based theory of professional education. In Teaching as the learning profession : Handbook of policy and practice (1st ed., pp. 3-32). San Francisco: Jossey-Bass 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. 433-456). Washington, D.C.: American Educational Research Association.

Baranes, R., Perry, M., & Stigler, J. W. (1989). Activation of real-world knowledge in the solution of word problems. Cognition and Instruction, 6(4), 287-318.

Blanton, M. L., & Kaput, J. J. (2005). Characterizing a classroom practice that promotes algebraic reasoning. Journal for Research in Mathematics Education, 36(5), 412-446.

Boaler, J. (2006). Urban success: A multidimensional mathematics approach with equitable outcomes. Phi Delta Kappan, 87(5), 364-369.

Boote, D. N., & Beile, P. (2005). Scholars before research: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15.

Booth, L. (1988). Children's difficulties in beginning algebra. In The ideas of algebra, k-12 : 1988 yearbook (pp. 20-32). Reston, Va.: National Council of Teachers of Mathematics.

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.

Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 501-518.

Borko, H., Peressini, D., Romagnano, L., Knuth, E., Willis-Yorker, C., Wooley, C., et al. (2000). Teacher education does matter: A situative view of learning to teach secondary mathematics. Educational Psychologist, 35(3), 193-206.

Brodie, K. (2004). Re-thinking teachers' mathematical knowledge: A focus on thinking practices. Perspectives in Education, 22(1), 65-80.

Brown, C. A., Stein, M. K., & Forman, E. A. (1996). Assisting teachers and students to reform the mathematics classroom. Educational Studies in Mathematics, 31(1-2), 63-93.

Brownell, W. A. (1940). Borrowing in subtraction. Journal of Educational Research, 33, 415-424.

Burbank, M. D., & Kauchak, D. (2003). An alternative model for professional development: Investigations into effective collaboration. Teaching and Teacher Education, 19(5), 499-514.

Burbules, N. C. (2004). Ways of thinking about educational quality. Educational Researcher, 33(6), 4-10.

Byers, B. (1984). Dilemmas in teaching and learning mathematics. For the learning of mathematics, 4(1), 35-39.

Cai, J., & Silver, E. A. (1995). Solution processes and interpretations of solutions in solving a division-with-remainder story problem: Do chinese and u.S. Students have similar difficulties? Journal for Research in Mathematics Education, 26(5), 491-497.

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), 385-401.

Carraher, T. N. (1989). The cross-fertilization of research paradigms. Congnition and Instruction, 6(4), 319-323.

Carraher, T. N., Carraher, D. W., & Schliemann, A. c. D. (1987). Written and oral mathematics. Journal for Research in Mathematics Education, 18(2), 83-97.

Chalouh, L., & Herscovics, N. (1988). Teaching algebraic expressions in a meaningful way. In The ideas of algebra, k-12 : 1988 yearbook (pp. 33-42). 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), 349-354.

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(2-3), 121-149.

Chazan, D., & Ball, D. (1999). Beyond being told not to tell. For the Learning of Mathematics, 19(2), 2-10.

Chazan, D., Larriva, C., & Sandow, D. (1999). What kind of mathematical knowledge supports teaching for “conceptual understanding”? Preservice teachers and the solving of equations. Paper presented at the Proceedings of the Twenty-third Annual Conference of the International Group for the Psychology of Mathematics Education, Haifa, Israel.

Clark, J. (2003). Battery-powered learning. Down East, 52-55.

Cohen, D. K. (1990). A revolution in one classroom: The case of mrs. Oublier. Educational Evaluation and Policy Analysis, 12(3), 327-345.

Cohen, D. K., & Hill, H. C. (2000). Instructional policy and classroom performance: The mathematics reform in california. Teachers College Record, 102(2), 294-343.

Cooney, T. J., & Shealy, B. (1997). On understanding the structure of teachers' beliefs and their relationship to change. In Mathematics teachers in transition (pp. 87-110). 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), 306-333.

Crowley, M. (1987). The van hiele model of the development of geometric thought. In Learning and teaching geometry, k-12 (pp. 1-16). 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), 63-76.

Dewey, J. (1964). The relation of theory to practice in education. In John dewey on education; selected writings (pp. 313-338). 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), 7-26.

Even, R. (1993). Subject-matter knowledge and pedagogical content knowledge: Prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24(2), 94-116.

Farrell, M. (1987). Geometry for secondary school teachers. In Learning and teaching geometry, k-12 (pp. 236-250). 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 1894-1920. (1970). (1970). In A history of mathematics education in the united states and canada (pp. 36-89). 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. 47-74). Mahwah, N.J.: L. Erlbaum Associates.

Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers' generative change: A follow-up study of professional development in mathematics. In American educational research journal (Vol. 38, pp. 653-689). [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), 915-945.

Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.

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. 442-458). New York: Macmillan Library Reference, USA.

Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748-750.

Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, latino school. Journal for Research in Mathematics Education, 34(1), 37-73.

Halai, A. (1998). Mentor, mentee, and mathematics: A story of professional development. Journal of Mathematics Teacher Education, 1(3), 295-315.

Hatfield, L. L. (1992). Explorations with chance. The mathematics teacher, 280-282.

Hatfield, L. L. (2001). On becoming a constructivist mathematics teacher. In F. J. Stephenson (Ed.), Extraordinary teachers : The essence of excellent teaching (pp. 193-201). Kansas City Mo.: Andrews McMeel Pub.

Hativa, N. (1988). Sigal's ineffective computer-based practice of arithmetic: A case study. Journal for Research in Mathematics Education, 19(3), 195-214.

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. 127-150). San Francisco: Jossey-Bass 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), 2-14.

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), 330-351.

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), 371-406.

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), 1-8.

Hunting, R. P., Davis, G., & Pearn, C. A. (1996). Engaging whole-number knowledge for rational-number learning using a computer-based tool. Journal for Research in Mathematics Education, 27(3), 354-379.

Izsak, A., Tillema, E., & Tunc-Pekkan, 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 eighth-grade 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), 5-32.

Jones, D., & Bush, W. S. (1996). Mathematical structures: Answering the "Why" Questions. Mathematics Teacher, 89(9), 716-722.

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, k-12 : 1988 yearbook (pp. 91-96). 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. 179-198). New York: Maxwell Macmillan International.

Kilpatrick, J., Swafford, J., & Findell, B. (2001). Teaching for mathematical proficiency. In Adding it up (pp. 313-368). Washington, DC: National Academy Press.

Kruse, S. D., & Louis, K. S. (1993). An emerging framework for analyzing school-based professional community. Paper presented at the American Educational Research Association, Atlanta, GA.

Ladson-Billings, 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. 269-283). 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. 91-196). 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), 277-299.

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), 149-164.

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), 223-241.

Leinhardt, G. (1989). Math lessons: A contrast of novice and expert competence. Journal for Research in Mathematics Education, 20(1), 52-75.

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 same-ability grouping in mathematics. Journal for Research in Mathematics Education, 29(5), 533-554.

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), 129-151.

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), 917-946.

Livingston, C., & Borko, H. (1990). High school mathematics review lessons: Expert-novice distinctions. Journal for Research in Mathematics Education, 21(5), 372-387.

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), 101-136.

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. 175-203). New York: College Entrance Examination Board.

Loucks-Horsley, 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), 3-11.

Mason, C. L. (1999). The triad approach: A consensus for science teaching and learning. In J. Gess-Newsome & N. J. Lederman (Eds.), Pedagogical content knowledge: Its role and usefulness in science teacher education. (pp. 277-299). Amsterdam, The Netherlands: Kluwer Academic Publishing.

Mason, J. (2000). Asking mathematical questions mathematically. International Journal of Mathematical Education in Science and Technology, 31(1), 97-111.

McNeal, B., & Simon, M. A. (1999). Mathematics culture clash: Negotiating new classroom norms with prospective teachers. Journal of Mathematical Behavior, 18(4), 475-509.

Metcalf, K. K., Hammer, M. A. R., & Kahlich, P. A. (1996). Alternatives to field-based experiences: The comparative effects of on-campus laboratories. Teaching and Teacher Education, 12(3), 271-283.

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), 122-147.

Munby, H., Russell, T., & Martin, A. (2001). Teachers' knowledge and how it develops. In Handbook of research on teaching (4th ed., pp. 877-904). 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), 175-207.

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. 39-56). 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), 307-332.

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), 163-171.

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), 259-275.

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), 107-125.

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. 524-540). 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), 335-353.

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), 46-48.

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), 205-215.

Roberge, J. J., & Flexer, B. K. (1984). Cognitive style, operativity, and reading achievement. American Educational Research Journal, 21(1), 227-236.

Rousseau, C., & Tate, W. F. (2003). No time like the present: Reflecting on equity in school mathematics. Theory into pracice, 42(3), 210-216.

Ruthven, K. (1990). The influence of graphic calculator use on translation from graphic to symbolic forms. Educational Studies in Mathematics, 21(5), 431-450.

Saxe, G. B. (1989). Transfer of learning across cultural practices. Cognition and Instruction, 6(4), 325-330.

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), 137-157.

Schifter, D. (1998). Learning mathematics for teaching: From a teachers' seminar to the classroom. Journal of Mathematics Teacher Education, 1(1), 55-87.

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), 373-405.

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), 362-389.

Seeley, M. M. (1994). The mismatch between assessment and grading. Educational Leadership, 52(2), 4-6.

Shaughnessy, J. M., & Bergman, B. (1993). Thinking about uncertainty: Probability and statistics. In Research ideas for the classroom: High school mathematics (pp. 177-197). New York: Maxwell Macmillan International.

Sherin, M. G. (2002). When teaching becomes learning. Cognition and Instruction, 20(2), 119-150.

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, 145-172.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Silver, E., & Smith, J. P. (1981). Random digits and simulations. In Teaching statistics and probability yearbook (pp. 70-73). 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), 20-23.

Silver, E. A. (2000b). Improving mathematics teaching and learning: How can "Principles and standards" Help? Mathematics Teaching in the Middle School, 6(1), 20-23.

Silver, E. A. (2003). Lessons learned from examining mathematics teaching around the world. Invited commentary. Education Statistics Quarterly, 5(1), 20-23.

Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27(5), 521-539.

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), 159-167.

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), 734-754.

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), 117-135.

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), 476-521.

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. 55-86). 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), 3-28.

Smith, J. P. (1996). Efficacy and teaching mathematics by telling: A challenge for reform. Journal for Research in Mathematics Education, 27(4), 387-402.

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), 115-163.

Stake, R. E. (1994). Case studies. In Handbook of qualitative research (pp. 236-247). Thousand Oaks, Calif.: Sage Publications.

Steen, L. A. (1988). The science of patterns. Science, 240(4852), 611-616.

Steen, L. A. (1999). Numeracy: The new literacy for a data-drenched society. Educational Leadership, 57(2), 8-13.

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. 131-168). Norwood, N.J.: Ablex Pub. Corp.

Steffe, L. P. (2001). A new hypothesis concerning children's fractional knowledge. Journal of Mathematical Behavior, 20(3), 267-307.

Steffe, L. P. (2003). Fractional commensurate, composition, and adding schemes learning trajectories of jason and laura: Grade 5. Journal of Mathematical Behavior, 22(3), 237-295.

Steffe, L. P. (2004). On the construction of learning trajectories of children: The case of commensurate fractions. Mathematical Thinking & Learning, 6(2), 129-162.

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. 8-32). 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. 155-191): Lawrence Erlbaum Associates, Publishers.

Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based 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), 136-144.

Sztajn, P. (2003). Adapting reform ideas in different mathematics classrooms: Beliefs beyond mathematics. Journal of Mathematics Teacher Education, 6(1), 53-75.

Tharp, R. G., & Gallimore, R. (1989). Rousing schools to life. American educator, 20-52.

Thompson, A. G. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105-127.

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), 2-24.

Thompson, C. S., & Bush, W. S. (2003). Improving middle school teachers' reasoning about proportional reasoning. Mathematics Teaching in the Middle School, 8(8), 398-403.

Thompson, D., & Senk, S. (1993). Assessing reasoning and proof in high school. In Assessment in the mathematics classroom (pp. 167-176). Reston, Va.: National Council of Teachers of Mathematics.

Usiskin, Z. (1987). Resolving the continuing dilemmas in school geometry. In Learning and teaching geometry, k-12 (pp. 17-31). Reston, Va.: National Council of Teachers of Mathematics.

Usiskin, Z. (1988). Conceptions of school algebra and uses of variables. In The ideas of algebra, k-12 : 1988 yearbook (pp. 8-19). Reston, Va.: National Council of Teachers of Mathematics.

van Oers, B. (1996). Learning mathematics as a meaningful activity. In Theories of mathematical learning (pp. 91-113). Mahwah, N.J.: L. Erlbaum Associates.

Von Glasersfeld, E. (1982). An interpretation of piaget's constructivism. Renue internationale de philosophie, 36, 612-635.

Von Glasersfeld, E. (1984a). An introduction to radical constructivism. In P. Watslawick (Ed.), The invented reality (pp. 17-40). 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. 17-40). New York: Norton.

von Glasersfeld, E. (1987). The construction of knowledge : Contributions to conceptual semantics. In The systems inquiry series (pp. 307-333). Seaside, Calif.: Intersystems Publications ;.

von Glasersfeld, E. (1989). Abstraction, re-presentation, 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. 117-139). New York: Maxwell Macmillan International.

Wang, N., & Lane, S. (1996). Detection of gender-related differential item functioning in a mathematics performance assessment. Applied Measurement in Education, 9(2), 175-199.

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