 |
Allen, R. & Chval, K. (2009). Becoming environmentally aware. Teaching Children Mathematics, 16(1). Reston, VA: NCTM. [LINK] | 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. [LINK] | Behm, S. L., & Lloyd, G. M. (2005). The issue of flexibility in one student teacher's use of mandated curriculum materials and other instructional resources. In G. M. Lloyd, M. Wilson, J. L. M. Wilkins, & S. L. Behm (Eds.), Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education [CD-ROM]. Eugene, OR: All Academic. | Behm, S.L. and Lloyd, G.M. (2009). Factors influencing student teachers’ use of mathematics curriculum materials. In Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (Studies in Mathematical Thinking and Learning Series, A. Schoenfeld, Ed.) (pp. 205-222). New York: Routledge. | Borst, B., & Rorvig, V. (2006). A national mathematics curriculum for the U.S.: Two perspectives. Mathematics Teaching in the Middle Schools, 12(2), 70-72. [LINK] | Browning, C. A. , Garza-Kling, G., & Sundling, E. H. (2007). What's your angle on angle? Teaching Children Mathematics, 14(5), 283. [LINK] | Cameron, M., Loesing, J., Rorvig, V., & Chval, K. (2009). Using student work to learn about teaching. Teaching Children Mathematics, 15(8). Reston, VA: NCTM. [LINK] | Cengiz, N. and Grant, T. (2009.) Children Generate Their Own Representations. Teaching Children Mathematics, 15(7), 438-444. | Cengiz, N., Crumbaugh, C., Grant, T., Kim. O. K., & Kline, K. (2005). Issues in collecting and analyzing student representations of data. In G. M. Lloyd, M. Wilson, J. L. Wilkins, & S. L. Behm (Eds.), Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education [CD-ROM]. Eugene, OR: All Academic. | Cengiz, N., Kline, K. and Grant, T. (2010, in press). Extending Students' Mathematical Thinking During Whole Group Discussions. Journal of Mathematics Teacher Education. | Charles, R.I. (2008). Do state content standards promote excellence in teaching and learning mathematics? Teaching Children Mathematics, 15(5), 282-287. [LINK} | Chen, J., Reys, B.J., & Reys, R.E. (2009). Analysis of the learning expectations related to grade 1-8 measurement in some countries. International Journal of Science and Mathematics Education, 7(5), 1013-31. [LINK] | Chval, K. & Reys, R. (2008). Effective use of manipulatives across elementary grade levels: Moving beyond isolated pockets of excellence to school-wide implementation. Journal of Mathematics Education Leadership, 10(1), 3-8. [LINK] | Chval, K., Chávez, Ó., Reys, B., & Tarr, J. (2009). Considerations and limitations related to conceptualizing and measuring textbook integrity. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (Studies in Mathematical Thinking and Learning Series, A. Schoenfeld, Ed.) (pp. 70-84). New York: Routledge. [LINK]
| Chval, K., Reys, B.J., and Teuscher, D. (2006). What is the focus and emphasis on calculators in state-level K-8 mathematics curriculum standards documents? Mathematics Education Leadership Journal, 9(1), 3-13. [LINK] | Chval, K., Reys, R., Reys, B., Tarr, J., & Chavez, O. (2006). Pressures to Improve Student Performance: A Context That Both Urges and Impedes School-Based Research. Journal for Research in Mathematics Education, 37(3), 158-166. [LINK] | Chval, K.B. & Hicks, S.J. (2009). Calculators in current K-5 mathematics textbooks: Concerns and recommendations. Teaching Children Mathematics 15(7), 430-437. [LINK] | Chval, K.B. (2008). The status of calculator technology in U.S. K-8 mathematics curriculum: It depends how you look at it. In Z. Usiskin & E. Willmore (Eds.), Mathematics education in Pacific Rim countries: China, Japan, Korea, and Singapore (pp. 305-316). Charlotte, NC: Information Age Publishing, Inc. | Cox, C. (2008). Some impacts of testing on mathematics curriculum from K-12: Perspectives. In Z. Usiskin & E. Willmore (Eds.), Mathematics education in Pacific Rim countries: China, Japan, Korea, and Singapore (pp. 327-334). Charlotte, NC: Information Age Publishing, Inc. | Crumbaugh, C., Grant, T., Kim, O. K., Kline, K., & Cengiz, N. (2005). Exploring elementary teachers' use of a new mathematics curriculum. In G. Lloyd, M. Wilson, J. L. Wilkins, & S. L. Behm (Eds.), Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education [CD-ROM]. Eugene, OR: All Academic. | Davis, J. D. & Shih, J. C. (2007). Secondary options and postsecondary expectations: Standards-based mathematics programs and student achievement on college mathematics placement exams. School Science and Mathematics, 107(8), 336-346. [LINK] | Davis, J. D. (2006). Postsecondary expectations: Standards-based students and college mathematics placement exams. Proceedings of the 5th Annual Hawaii International Conference on Statistics, Mathematics, and Related Fields, Honolulu, HI, 411-429. | Davis, J. D. (2007). Putting it all in context: Students’ and teachers’ learning in one mathematics classroom. In W. G. Martin, M. E. Strutchens, & P. C. Elliott (Eds.) The learning of mathematics (69th Yearbook of the National Council of Teachers of Mathematics) (pp. 141-152). Reston, VA: National Council of Teachers of Mathematics. | Davis, J. D. (2008). Connecting students’ informal language to more formal definitions. Mathematics Teacher, 101, 446-450. | Davis, J. D. (2009). Redesigning a traditional geometry lesson as an investigative activity. In T. V. Craine & R. Rubenstein (Eds.), Understanding geometry for a changing world (71st Yearbook of the National Council of Teachers of Mathematics) (pp. 335-348). Reston, VA: National Council of Teachers of Mathematics. | Davis, J. D. (2009). Understanding the influence of two mathematics textbooks on prospective secondary teachers’ knowledge. Journal of Mathematics Teacher Education, 12, 365-389. | Davis, J. D. (in press). Categorizing CAS use within one reform-oriented United States mathematics textbook. International Journal for Technology in Mathematics Education.. | Davis, J. D., & Shih, J. C. (2007). Postsecondary mathematics achievement of students learning from mixed, traditional, Standards-based, and advanced placement mathematics programs. Proceedings for the International Conference on Mathematics and Statistics, Athens, Greece. | Davis, J. D., & Shih, J. C. (2009). The effect of reform-oriented and other mathematics curricula on students’ college mathematics placement test scores. Proceedings of the 32nd Annual Meeting of the Mathematics Education Research Group of Australasia, Wellington, New Zealand, 145-152. | Dietiker, L., Gonulates, F., & Smith, J.P. (in press). Enhancing opportunities for student understanding of length measure. Teaching Children Mathematicss. | Dingman, S. (2010). Curriculum alignment in an era of standards and high-stakes testing. In B. J. Reys & R. E. Reys (Eds.)The K-12 mathematics curriculum: Issues,trends, and future directions (NCTM’s 72nd yearbook) (pp. 103-114). Reston, VA: NCTM. | Dingman, S. W. and Madison, B. L. (2010). Quantitative reasoning in the contemporary world, 1: The course and its challenges. Numeracy, 3(2). | Dingman, S., & Tarr, J. (in press--2010). Analysis of K-8 probability standards. In J. Smith (Ed.) Variability is the rule: A companion analysis of K-8 mathematics standards. Charlotte, NC: Information Age Publishing, Inc. | Fagan, N. (2008). Identifying opportunities to connect parents, students, and mathematics. Teaching Children Mathematics, 15(1), 6-9. [LINK] | Fey, J. T., & Phillips, E. D. (2005). A course called algebra I. In C. Greenes, & C. Findell
(Eds.), Developing students' algebraic reasoning abilities (NCSM Monograph No. 3,
pp. 33-45). Lakewood, CO: National Council of Supervisors of Mathematics. | Fonkert, K. L. (2010). Student interactions in technology-rich classrooms. Student interactions in technology-rich classrooms. Mathematics Teacher, 104 (4), 303 -307. | Grant, T.J., Kline, K., Crumbaugh, C., Kim, O.K., & Cengiz, N. (2009). How can curriculum materials support teachers in pursuing student thinking during whole-group discussions? In Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (Studies in Mathematical Thinking and Learning Series, A. Schoenfeld, Ed.) (pp. 103-117). New York: Routledge. | Hart, E., Hirsch, C.R., and Keller, S.A. (2006). Amplifying students' learning in matheamtics using curriculum-embedded, Java-based software. In M Struchens & W. Gary Martin (Eds.), The Learning of Mathematics: 69th National Council of Teachers of Mathematics Yearbook (pp. 175-202). Reston, VA: NCTM. | Hart, E.W. & Martin, W.G. (2008). Contemporary curriculum issues: Standards for high school mathematics: Why, what, how? Mathematics Teacher, 102(5), 377-382. [LINK] | Harwell, M.R., Post, T.R., Maeda, Y., Davis, J.D., Cutler, A.L., Anderson, E., and Kahan, J.A. (2007). Standards-based mathematics curricula and secondary students' performance on standardized achievement tests. Journal for Research in Mathematics Education, 38 (1), 71-101. | Heck, D.J., Banilower, E.R., Weiss, I.R. and Rosenberg, S. L. (2008) Studying the effects of professional development: The Case of the NSF's Local Systemic Change Through Teacher Enhancement Initiative. Journal for Research in Mathematics Education, 39(2), 113-152. [LINK] | Herbel-Eisenman, B. & Phillips, E. (2008) Developing algebraic knowledge for teaching through solving problems and examining student work. In C.E. Greenes (Ed.) Mathematics Teaching in the Middle School, Reston, VA: National Council of Teachers of Mathematics. | Herbel-Eisenmann, B. & M. Schleppegrell. (in press 2008).What question would I be asking myself in my head? Helping all students reason mathematically. Chapter to appear in C. Malloy (Series Editor) Mathematics for all: Instructional strategies for diverse classrooms, Grades 6-8. Reston, VA: NCTM. | Herbel-Eisenmann, B. (October, 2004). An examination of textbook "voice": How might discursive choice undermine some goals of the reform? In D. McDougall & J. Ross (Eds.), Proceedings of the 26th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), vol. 2, pp. 862-870, Toronto: OISE/UT. | Herbel-Eisenmann, B. A., & Phillips, E. D. (2005). Using student work to develop
teachers' knowledge of algebra. Mathematics Teaching in the Middle School, 11(2),
62-66.
| 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). | Herbel-Eisenmann, B., & Wagner, D. (July, 2005). In the middle of nowhere: how a textbook can position the mathematics learner, In H. Chick & J. Vincent (Eds.) Proceedings of the29th Conference of the International Group for the Psychology of Mathematics Education (PME), vol. 3, pp. 121-128, Melbourne: University of Melbourne. | Herbel-Eisenmann, B., M. Cirillo, & K. Skowronski. (in press 2008). Why classroom discourse deserves our attention! Chapter to appear in C. Malloy (Series Editor) Mathematics for all: Instructional strategies for diverse classrooms, Grades 9-12. Reston, VA: NCTM. | Herbel-Eisenmann, B.A. & Phillips, E. (2008) Analyzing Students' Work:
A Context for Connecting and Extending Algebraic Knowledge for
Teaching. In C.E. Greenes (Ed.) Algebra and Algebraic Thinking in
School Math: 70th Yearbook Reston, VA: National Council of
Teachers of Mathematics. | Herbel-Eisenmann, B.A. (2007). From Intended Curriculum to Written Curriculum: Examining the 'Voice' of a Mathematics Textbook. Journal for Research in Mathematics Education, 38 (4), 344-369. | Herbel-Eisenmann, B.A. (2009). Negotiating the “Presence of the text”: How might teachers’ language choices influence the positioning of the textbook? In Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (Studies in Mathematical Thinking and Learning Series, A. Schoenfeld, Ed.) (pp. 134-151). New York: Routledge. | Hirsch, C. R., Lappan, G., Reys, B. J., & Reys, R. E. (2005, Fall). Curriculum as a focus for improving school mathematics. MER Newsletter, 18(1), 1. | Hirsch, C.R. & Reys, B.J. (2009). Mathematics curriculum: A Vehicle for school improvement. International Journal on Mathematics Education, 41(6), 749. | Hirsch, C.R. (2007). (Ed.) Perspectives on design and development of school mathematics curricula. Reston, VA: National Council of Teachers of Mathematics. [LINK] | Horvath, A., Dietiker, L., Larnell, G., Wang, S. & Smith, John. (2008). Contemporary issues in mathematics curriculum: Middle grades mathematics standards. Mathematics Teaching in the Middle School, 14(5), 275-279. [LINK] | Huntley, M. (2008). A framework for analyzing differences across mathematics curricula. Journal of Mathematics Education Leadership, 10(2), 10-17. | Huntley, M. A. (2009). Brief report: Measuring curriculum implementation. Journal for Research in Mathematics Education, 40, 355-362. | Huntley, M. A., & Davis, J. D. (2008). High-school students’ approaches to solving algebra problems that are posed symbolically: Results from an interview study. School Science and Mathematics, 108, 380-388. | Huntley, M. A., Marcus, R., Kahan, J., & Miller, J. L. (2007). Investigating high-school students’ reasoning strategies when they solve linear equations. Journal of Mathematical Behavior, 26, 115-139. | Huntley, M., & Chval, K. (2010). Teachers' perspectives on fidelity of implementation to textbooks. The K-12 Mathematics Curriculum: Issues, Trends, and Future Directions (72nd NCTM Yearbook), pp. 289-304. Reston, VA: NCTM. | Johnson, G., & Thompson, D. R. (2009). Reasoning with algebraic contexts. Mathematics Teaching in the Middle School, 14, 504-512. | Johnson, G.J., Thompson, D.R., & Senk, S.L. (2010). Proof-related reasoning in high school textbooks. Mathematics Teacher, 103(6), 410-418. [LINK] | Jones, D. L., & Tarr, J. E. (2007). An examination of the levels of cognitive demand required by probability tasks in middle grades mathematics textbooks. Statistics Education Research Journal, 6(2), 4-27. [Link] | Kasmer, L. & Kim, O. K., (2010). The effects of using prediction for mathematics classroom discussions. In Proceedings of the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, OH. | Kasmer, L., & Kim, O. K. (In press) Using prediction to motivate
personal investment in problem solving. In D. Brahier (Ed.), Motivation and disposition: Pathways to learning mathematics, 2011 Yearbook of the
National Council of Teachers of Mathematics (NCTM). Reston, VA: NCTM. | Kasmer, L., & Kim, O. K. (In press). Using prediction to promote
mathematical reasoning and understanding. School Science and Mathematics Journal. | Kasten, S. E., & Sinclair, N. (2009). International Journal for
Technology in Mathematics Education. Using dynamic geometry software in
the mathematics classroom: What activities teachers choose and why.
International Journal for Technology in Mathematics Education, 16(4),
133 - 144. | Kim, O. K. (2007). Teacher knowledge and curriculum use. In Proceedings of the 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. | Kim, O. K., & Kasmer, L. (2009). Prediction as an instructional
strategy. Journal of Mathematics Education Leadership, 11(1), 33–38. | Kim, O. K., & Kasmer, L. (2007). State mathematics curriculum standards and reasoning. Journal of Mathematics Education Leadership, 10(1), 65-71. | Kim, O. K., & Kasmer, L. (2007). Using prediction to promote mathematical reasoning. Mathematics Teaching in the Middle School, 12(6), 294-299. | Kim, O. K., & Kasmer, L. (2007, January). Prediction and mathematical reasoning. In Proceedings of 2007 Hawaii International Conference on Education (pp. 3016-3034), Honolulu, HI. | Kim, O. K., & Kasmer, L. (2007, September). The effect of using prediction questions in middle school algebra classrooms. In Proceedings of the 9th International Conference Mathematics Education in a Global Community Charlotte, NC. | Kline, K. & Cengiz, C. (2007). Characterizing elementary school
students' explanations of their thinking. In Lamberg, T. & Wiest, L.
R. (Eds.), Proceedings of the 29th Annual Meeting of the North
American Chapter of the International Group for the Psychology of
Mathematics Education, Reno, NV. | Konold, C., Madden, S., Pollatsek, A., Pfannkuch, M., Wild, C., Ziedins, I., Finzer, W., Horton, N., Kazak, S. (2011). Conceptual challenges in coordinating theoretical and data-centered estimates of probability. Mathematical Thinking and Learning, 13(1-2), 68-86. | Lappan, G., & Phillips, E. (2009). A Designer Speaks. Educational Designer, 11(3). | Lappan, G., Phillips, E. & Fey, J. (2007). The Case of Connected Mathematics. In C. Hirsch (Ed), Perspectives on design and development of school mathematics Curriculum.. NCTM, Reston, VA.
| Lappan, G., Reys, B. J., & Reys, R. E. (2005). Mathematics curriculum: Essential knowledge for mathematicians working to improve K-12 education. AMS Notices, 52(9), 1005. [LINK] | Lim, K. H., Buendía, G., Kim, O. K., Cordero, F., & Kasmer, L. (2010).
The role of prediction in the teaching and learning of mathematics.
International Journal of Mathematical Education in Science and Technology, 41(5), 595-608. | Lim, K., Kim, O. K., Cordero, R., Buendia, G., & Kasmer, L. (2007). The use of prediction in mathematics classrooms. In Proceedings of the 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education,, Reno, NV | Lloyd, G. M. (2004). Mathematical authority in preservice elementary teachers' experiences with Standards-based curriculum materials. In D. E. McDougall & J. A. Ross (Eds.), Proceedings of the 26th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (vol. 3, pp. 1245-1252). Toronto: OISE/UT. | Lloyd, G. M. (2006). Using K-12 mathematics curriculum materials in preservice teacher education: Rationale, strategies, and teachers' experiences. In K. Lynch-Davis, & R. L. Rider (Eds.), The work of mathematics teacher educators: Continuing the conversation (vol. 3, AMTE monograph series, pp. 11-27). San Diego, CA: Association of Mathematics Teacher Educators. | Lloyd, G. M. (2007). Strategic compromise: A student teacher's design of kindergarten mathematics instruction in a high-stakes testing climate. Journal of Teacher Education, 58(4), 328-347.
| Lloyd, G. M. (2008). Curriculum use while learning to teach: One student teacher's appropriation of mathematics curriculum materials. Journal for Research in Mathematics Education, 39(1), 63-94. [Link] | Lloyd, G. M. (2008). Teaching high school mathematics with a new curriculum: Changes to classroom organization and interactions. Mathematical Thinking and Learning, 10, 163-195. | Lloyd, G. M. (2009). School mathematics curriculum materials for teachers' learning: Future elementary teachers' interactions with curriculum materials in a mathematics course in the United States. ZDM - The International Journal on Mathematics Education, 41, 763-775. | Lloyd, G. M., & Behm, S. L. (2005). Preservice elementary teachers' analysis of mathematics instructional materials. Action in Teacher Education, 26(4), 48-62. | Lloyd, G. M., & Pitts Bannister, V. R. (2010). Secondary curriculum materials as tools for teacher learning. In R. Reys & B. Reys (Eds.), Mathematics Curriculum: Issues, Trends and Future Directions (NCTM 72nd Yearbook, pp. 321-336). Reston, VA: National Council of Teachers of Mathematics. | Lloyd, G. M., & Pitts Bannister, V. R. (Eds.). (in press). Learning to teach with Standards-based curricula. Reston, VA: National Council of Teachers of Mathematics. | Lloyd, G. M., Herbel-Eisenmann, B. A., & Remillard, J. T. (2005). Researching teachers' use of mathematics curriculum materials: Advancing the research agenda. In G. M. Lloyd, M. Wilson, J. L. M. Wilkins, & S. L. Behm (Eds.), Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education [CD-ROM]. Eugene, OR: All Academic. | Lloyd, G.M., & Herbel-Eisenmann, B. (October, 2004). Standards-based curriculum materials and teachers. In D. McDougall & J. Ross (Eds.), Proceedings of the 26th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), vol. 3, pp. 1285-1286, Toronto: OISE/UT. | Lloyd, G.M., Remillard, J.T., & Herbel-Eisenmann, B.A. (2009). Teachers’ use of curriculum materials: An Emerging field. In Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (Studies in Mathematical Thinking and Learning Series, A. Schoenfeld, Ed.) (pp. 3-14). New York: Routledge. | Lo, J., Cox, D. C., & Mingus, T. (2006). A conceptual-based curricular analysis of the concept of similarity. In S. Alatorre, J. L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the Twenty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Mérida, Mexico: Universidad Pedagógica Nacional. | Lo, J., Mingus, T., Cox, D. C., Hervas, D., & Thomas, T. (2005). A curriculum analysis framework for conceptual understanding of mathematics. In G. M. Lloyd, M. Wilson, J. L. Wilkins, & S. L. Behm (Eds.), Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education[CD-ROM]. Eugene, OR: All Academic. | Madden, S. R. (2010). Designing Mathematical Learning Environments for Teachers. Mathematics Teacher, 104 (4), 274 -289. | Madden, S. R. (2011). Statistically, technologically, and contextually provocative tasks: Supporting teachers’ informal inferential reasoning. Mathematical Thinking and Learning, 13(1-2), 109-131. | Martin, W. G., & Kasmer, L. (2009). Reasoning and sense making. Teaching Children Mathematics, 16(5), 284-291. | Moore, D.L., Newton, J. & Teuscher, D. (2008). Moving beyond myths to foster international collaboration: International conference a step in the right direction. In Z. Usiskin & E. Willmore (Eds.), Mathematics education in Pacific Rim countries: China, Japan, Korea, and Singapore (pp. 337-349). Charlotte, NC: Information Age Publishing, Inc. | Olson, T. A., Regis, T. P., & Papick, I. J. (2009). Some Perspecitives on Patterns in Middle School Mathematics Curricula. In V. Akis (Ed.), Essays on Mathematics and Statistics (pp. 155-168). Athens, Greece: Athens Institute for Educational Research. | Olson, T. A., Regis, T. P., & Papick, I. J. (2010). Pattern problems in middle grade mathematics curricula. Investigations in Mathematics Learning, 2(3), 1-23. | Papick, I. J., Olson, T. A., & Regis, T. P. (2010). Analyzing numerical and geometric pattern problems in middle grade mathematics curricula. Investigations in Mathematics Learning, 2(3), 24-42. | Phillips, E, Lappan, G, Grant, Y, & Arbraugh, F. (2008). An Overview of Professional Development, Meyer, M. R., Langrall, C. W. (Eds.) A decade of middle school mathematics curriculum implementation: Lessons learned from the Show-Me project. Greenwich, CT: Information Age Publishing. | Phillips, E., & Lappan, G. (2008). Key Features of Connected Mathematics for Planning Professional Development, Meyer, M. R., & Langrall, C. W. (Eds.) A decade of middle school mathematics curriculum implementation: Lessons learned from the Show-Me project. Greenwich, CT: Information Age Publishing. | Pomeranke, S., McNaught, M., & Switzer, J. M. (2010). Insights into dynamic mathematical learning environments. . In Z. Usiskin, K. Andersen & N. Zotto (Eds.), Future Curricular Trends in School Algebra And Geometry: Proceedings of A Conference. (pp. 287-294). Chicago: Information Age Publishing. | Post, T.R., Harwell, M.R., Davis, J.D., Maida, Y., Cutler, A., Anderson, E., Kahan, J.A., and Norman, K.W. (2008). Standards-based mathematics curricula and middle-grades students' performance on standardized achievement tests. Journal for Research in Mathematics Education, 39((2), 184-212. [LINK] | Regis, T.P., & Teuscher, D. (2006). From standards to learners: How much intended curriculum are students experiencing? In S. Alatorre, J. L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the Twenty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Universidad Pedagógica Nacional: Mérida, Yucatán, México. | Regis, T.P., Appova, A., Reys, B.J. & Townsend, B. (2006). What role do textbooks play in U.S. middle school mathematics classrooms? Taiwan Journal of Mathematics Teachers, 5, 10-20. | Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curriculua. Review of Educational Research, 75(2), 211-246. | Remillard, J. T. (2010). Modes d’engagement : comprendre les transactions des professeurs avec les ressources curriculaires en mathématiques (Modes of engagement: Understanding teachers' transactions with mathematics curriculum resources). In G. Gueudet, & L. Trouche (Eds.), Ressources vives, le travail documentaire des professeurs, le cas des mathématiques (pp. 201-216). Rennes: Presses Universitaires de Rennes et INRP. | Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.). (2008). Mathematics teachers at work: Connecting curriculum materials and classroom instruction (Studies in Mathematical Thinking and Learning Series, A. Schoenfeld, Ed.). New York: Routledge. | Remillard, J.T. (2009). Considering what we know about the relationship between teachers and curriculum materials. In Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (Studies in Mathematical Thinking and Learning Series (Studies in Mathematical Thinking and Learning Series, A. Schoenfeld, Ed.) (pp. 85-92). New York: Routledge. | Reys, B. J., & Roseman, J. E. (2004). Instructional materials and curriculum. In F. K. Lester & J. Ferrini-Mundy (Eds.), Proceedings of the NCTM Research Catalyst Conference (pp. 133-140). Reston, VA: NCTM. | Reys, B. J., Reys, R. E., & Chavez, O. (2004). Why mathematics textbooks matter. Educational Leadership, 61(5), 61-66. | Reys, B., Chval, K., Dingman, S., McNaught, M., Regis, T. & Tagoshi, J. (2007). Grade-level learning expectations: A new challange for elementary mathematics teachers. Teaching Children Mathematics, 14, 6-11, Reston, VA: NCTM. | Reys, B.J. (2008). Lessons learned from the Show-Me Project. In M. Meyer and C. Langrall (Eds.) A Decade of Middle School Mathematics Curriculum Implementation (pp. 269-277). Greenwich, CT: Information Age Publishing, Inc. [LINK] | Reys, B.J. (2008). The Show-Me Project: A decade of support for standards-based curriculum implementation. In M. Meyer and C. Langrall (Eds.) A Decade of Middle School Mathematics Curriculum Implementation(pp. 17-31). Greenwich, CT: Information Age Publishing, Inc. [LINK] | Reys, B.J. (Ed.). (2006). The intended mathematics curriculum as represented in state-level curriculum standards: Consensus or confusion? Charlotte, NC: Information Age Publishing. [LINK] | Reys, B.J. and Lappan, G. (2007). The intended mathematics curriculum as described in state-level curriculum standards: Consensus or confusion? Phi Delta Kappan, 88(9), 676-680. | Reys, B.J. and Reys, R.E. (2006). The development and publication of elementary mathematics textbooks: Let the buyer beware! Phi Delta Kappan, 87(5), 377-383. | Reys, B.J. and Thomas, A. (2010). Implementation of Common Core State Standards for Mathematics: State Plans and Needs. Center for the Study of Mathematics Education (http://mathcurriculumcenter.org/reports_research.php). | Reys, B.J., Sutter, A., & Teuscher, D. (2006). Analyzing state-level mathematics standards: When are students expected to be proficient with whole number computation? Intersection, Winter 2005-06. | Reys, R.E, and Reys, R.R. (2009). Two High School Mathematics Curricular Paths—Which One to Take? Mathematics Teacher, 102(8), 568-70. | Reys, R.E. & Dossey, J. (Eds.) (2008). Doctorates in mathematics education: Developing stewards of the discipline. Washington, DC: Conference Board of the Mathematical Sciences. [LINK] | Reys, R.E. (2006). A report on jobs for doctorates in mathematics education in institutions of higher education. Journal for Research in Mathematics Education, 37(4), 262-269. | Reys, R.E. (2008). Jobs in mathematics education in institutions of higher education in the United States. Notices of the AMS, 55, 55(6), 676-680. [LINK] | Reys, R.E. and Reys, B. J. (2004). Estimation in the mathematics curriculum: A progress report. In A. McIntosh & L. Sparrow (Eds.), Beyond written computation (pp. 101-112). Edith Cowan University, Perth Western Australia: Mathematics, Science & Technology Education Centre. | Reys, R.E., Cox, D., Dingman, S., & Newton, J. (2009). Transitioning to careers in higher education: Reflections from recent PhDs in mathematics education. Notices of the AMS, 56(9), 1098-1103. [LINK] | Reys, R.E., Glasgow, R., Teuscher, D., & Nevels, N. (2007). Doctoral programs in mathematics education in the United States: 2007 Status report. Notices of the AMS, 54(10), 1283-1293. | Ross, D.J. (2010). Instrumental Genesis and Future Research in School Algebra and Geometry. Proceedings of the Second CSMC International Conference on Mathematics Curriculum, Chicago, IL. | Senk, S.L., & Thompson, D. R. (2006). Brief Report. Strategies used by second-year algebra students to solve problems. Journal for Research in Mathematics Education, 37, 116-128. | Sinclair, N. (2008). The history of the geometry curriculum in the United States. Charlotte, NC: Information Age Publishing. | Skowronski, K., & Herbel-Eisenmann, B. (November, 2006). Beliefs about the mathematics textbook: How they play out in classroom interactions. In Alatorre (Ed.) Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Merida, Yucatan, Mexico. | Smith, J.P. (Ed.) (in press). Variability is the rule: A companion analysis of K-8 state mathematics standards. Book manuscript submitted for publication. Charlotte, NC: Information Age Publishing. | Smith, J.P. and Star, J. R. (2007). Expanding the notion of impact of K-12 standards-based mathematics and reform calculus programs. Journal for Research in Mathematics Education, 38 (1), 3-34. | Star, J. R., Smith, J.P. and Jansen, A. (2008). What students notice as different between reform and traditional mathematics programs. Journal for Research in Mathematics Education, 39(1), 2-8. [LINK] | Sutter, A.D., Cox, D.C. & Fonkert, K. (2008). Reflections on assessment. In Z. Usiskin & E. Willmore (Eds.), Mathematics education in Pacific Rim countries: China, Japan, Korea, and Singapore (pp. 351-360). Charlotte, NC: Information Age Publishing, Inc. | Switzer, J. M. (2010). Bridging the Math Gap. Teaching Mathematics in the Middle School, 15(7), 400-405. | Tarr, J.E., Chavez, O., Appova, A., & Regis, T.P. (2005). Discordant implementation of mathematics curricula by middle school teachers. In G. M. Lloyd, M. Wilson, J. L. M Wilkins, & S. L. Behm (Eds.), Proceedings of the Twenty-Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. ERIC Clearinghouse for Science, Mathematics, and Environmental Education: Roanoke, Virginia. | Tarr, J.E., Chavez, O., Reys, R.E., and Reys, B.J. (2006). From the written to the enacted curricula: The Intermediary role of middle school mathematics teachers in shaping students' opportunity to learn. School Science and Mathematics, 106(4), 191-201. | Tarr, J.E., Reys, B.J., Barker, D.D., and Billstein, R. (2006). Selecting high quality mathematics textbooks. Mathematics Teaching in the Middle School, 12(1), 50-54. | Tarr, J.E., Reys, R.E., Reys, B.J., Chavez, O., Shih, J., and Osterlind, S.J. (2008). The impact of middle grades mathematics curricula on student achievement and the classroom learning environment. Journal for Research in Mathematics Education, 39(3), 247-280. [LINK] | Teuscher, D. & Reys, R. (2010). Slope, rate of change, and steepness: Do students understand these concepts? Mathematics Teacher, 1033(7), 519-524. | Teuscher, D. & Reys, R. (in press). Rate of change: AP calculus students' understandings and misconceptions after completing different curricular paths. School Science and Mathematics. | Teuscher, D., Dingman, S.W., & Nevels, N.N. and Reys, B.J. (2008). Curriculum standards, course requirements, and mandated assessments for high school mathematics: A Status report of state policies.NCSM Journal of Mathematics Education Leadership, 10(2), 49-54. [LINK] | Thompson, D. R. & Senk, S. L. (2010). Myths about curriculum implementation. In B. Reys, R. Reys, & R. N. Rubenstein (Eds.), The K-12 Mathematics Curriculum: Issues, Trends, and Future Directions (72nd Yearbook of NCTM). Reston, VA: NCTM. | Thompson, D. R., & Senk, S. L. (2006). Methods for controlling for opportunity to learn. In S. Alatorre, J. L. Cortina, M. Saiz, A. Mendex (Eds.), Proceedings of the Twenty-Eighth Annual Meeting of North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 179-186, Colume 2). Merida, Mexico: Universidad Pedagogica.
| Usiskin, Z. (2010). Grades 7-12 Learning Progressions in Mathematics Content. In Proceedings of the APEC Conference on Replicating Exemplary Practices in Mathematics Education, Koh Samui, Thailand (March). Retrievable from http://publications.apec.org/publication-detail.php?pub_id=1047. | Usiskin, Z. (2007). Do we need national standards with teeth? Educational Leadership, 65(3), 38-42. [link] | Usiskin, Z. (2010). The Current State of the School Mathematics Curriculum. In B. Reys and R. Reys (Eds.) Mathematics Curriculum: Issues, Trends, and Future Directions (72nd Yearbook of the NCTM). Reston, VA: National Council of Teachers of Mathematics. | Usiskin, Z. (Ed.). (2008). Mathematics education in Pacific Rim countries: China, Japan, Korea, and Singapore. Charlotte, NC: Information Age Publishing. [LINK] | Usiskin, Z., Anderson, K. and Zotto, N. (Eds.) (2010). Future curricular trends in school algebra and geometry: Proceedings of a conference. Charlotte, NC: Information Age Publishing. [LINK] | Usiskin, Z., Griffin, J., Witonsky, D., & Wilmore, E. (2008). The classification of quadrilaterals: A Study in definition. Charlotte, NC: Information Age Publishing. [LINK] | Wagner, D. & B. Herbel-Eisenmann. (2008). "Just don't": The suppression and invitation of dialogue in mathematics classrooms. Educational Studies in Mathematics, 67(2), 143-157. [LINK] | Watanabe, T. (2008). Algebra in elementary school: A Japanese perspective. In C. Greenes (Ed.), Algebra and Algebraic Thinking in School Mathematics, (70th Yearbook of NCTM), 183–194. | Watanabe, T., Takahashi, A. & Yoshida, M. (2010). Supporting focused and cohesive curricula through visual representations: An example from Japanese textbooks. In B. Reys & R. Reys (Eds.), Mathematics Curriculum: Issues, Trends, and Future Directions (NCTM Seventy-second Yearbook), 131-144. | Weiss, I.R. and Pasley, J. D. (2007). Teaching math and science: Improving instruction through systematic local initiatives. Phi Delta Kappan, 88(9), 669-675. | Yang, D. C., Reys, R. E., & Wu, L.L. (2010). Comparing the development of fractions in the fifth and sixth graders’ textbooks of Singapore, Taiwan, and the USA. School Science and Mathematics, 110 (3), 118-127. | Ziebarth, S.W., Hart, E.W., Marcus, R., Ritsema, B., Schoen, H.L., & Walker, R. (2009). High school teachers as negotiators between curriculum intentions and enactment: The Dynamics of mathematics curriculum development. In Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (Studies in Mathematical Thinking and Learning Series (Studies in Mathematical Thinking and Learning Series, A. Schoenfeld, Ed.) (pp. 171-189). New York: Routledge. |
|