Adler, J. (1998). A language of teaching dilemmas: Unlocking the complex multilingual secondary mathematics classroom. For the Learning of Mathematics,
Berlak, H., & Berlak, A. (1981). Dilemmas of schooling, teaching and social change. London: Methuen.
Boaler, J. (2008). What’s math got to do with it?. New York: Penguin Books.
Boaler, J., & Greeno, J. G. (2000). Identity, agency, and knowing in mathematical worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 45–82). Stamford, CT: Ablex.
Brahier, D. J. (2012). Teaching secondary and middle school mathematics (4th ed.). Boston, MA: Pearson.
Chazan, D. (2000). Beyond formulas in mathematics and teaching: Dynamics of the high school algebra classroom. New York, NY: Teachers College, Columbia University.
Chazan, D., & Ball, D. L. (1999). Beyond being told not to tell. For the Learning of Mathematics,
Chazan, D., & Herbst, P. (2012). Animations of classroom interaction: Expanding the boundaries of video records of practice. Teachers College Record, 114(3), 1–34.
Chazan, D., & Lueke, M. (2009). Exploring relationships between disciplinary knowledge and school mathematics: Implications for understanding the place of reasoning and proof in school mathematics. In D. A. Stylianou, M. L. Blanton, & E. J. Knuth (Eds.), Teaching and learning proof across the grades (pp. 21–39). New York: Routledge.
Chazan, D., Sela, H., & Herbst, P. (2012). Is the role of equations in the doing of word problems in school algebra changing? Initial indications from teacher study groups. Cognition and Instruction,
Cobb, P., Gresalfi, M., & Hodge, L. L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education,
Cohen, E. G. (1994). Designing groupwork (2nd ed.). New York: Teachers College Press.
Cohen, D. K. (2011). Teaching and its predicaments. Cambridge, MA: Harvard University Press.
Cook, S., & Brown, J. (1999). Bridging epistemologies: The generative dance between organizational knowledge and organizational knowing. Organizational Science,
De Simone, C. (2008). Problem-based learning: A framework for prospective teachers’ pedagogical problem solving. Teacher Development,
Eli, J. A. (2009). An exploratory mixed methods study of prospective middle grades teachers’ mathematical connections while completing investigative tasks in geometry. (Doctoral Dissertation, University of Kentucky, Lexington). Available from: University of Kentucky UKnowledge Database (http://uknowledge.uky.edu/gradschool_diss/781).
Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. Interdisciplinary Journal of Problem-Based Learning,
Fenstermacher, G. (1994). Chapter 1: The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education,
Forman, E. A., Larreamendy-Joerns, J., Stein, M. K., & Brown, C. (1998). “You’re going to want to find out which and prove it”: Collective argumentation in mathematics classrooms. Learning and Instruction,
Goodwin, C. (1994). Professional vision. American Anthropologist,
González, G., & DeJarnette, A. (2012). Agency in a geometry review lesson: A linguistic view on teacher and student division of labor. Linguistics and Education, 23(2), 182–199.
González, G., & Herbst, P. (2013). An oral proof in a geometry class: How linguistic tools can help map the content of a proof. Cognition and Instruction, 31(3), 271–313.
Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education,
Herbel-Eisenmann, B., Drake, C., & Cirillo, M. (2009). “Muddying the clear waters”: Teachers’ take-up of the linguistic idea of revoicing. Teaching and Teacher Education,
Herbst, P. (2003). Using novel tasks in teaching mathematics: Three tensions affecting the work of the teacher. American Educational Research Journal,
Herbst, P. (2006). Teaching geometry with problems: Negotiating instructional situations and mathematical tasks. Journal for Research in Mathematics Education,
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,
Herbst, P., & Chazan, D. (2011). Research on practical rationality: Studying the justification of actions in mathematics teaching. The Mathematics Enthusiast,
Herbst, P., & Kosko, K. (2014). Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: A comparison of responses to animations and videos. Journal of Mathematics Teacher Education,
17(6), 537–551. doi:10.1007/s10857-013-9267-y.
Herbst, P., Chen, C., Weiss, M., & González, G., with Nachlieli, T., Hamlin, M., & Brach, C. (2009). “Doing proofs” in geometry classrooms. In M. Blanton, D. Stylianou, & E. Knuth (Eds.), Teaching and learning proof across the grades: A K-16 perspective (pp. 250–263). New York, NY: Routledge.
Herbst, P., Nachlieli, T., & Chazan, D. (2011). Studying the practical rationality of mathematics teaching: What goes into “installing” a theorem in geometry? Cognition and Instruction,
Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371–404). Reston, VA: NCTM.
Hiebert, J., & Wearne, D. (2003). Developing understanding through problem solving. In H. Schoen (Ed.), Teaching mathematics through problem solving, grades 6-12 (pp. 3–13). Reston, VA: National Council of Teachers of Mathematics.
Hollebrands, K., Conner, A., & Smith, R. C. (2010). The nature of arguments provided by college geometry students with access to technology while solving problems. Journal for Research in Mathematics Education,
Jackson, K., Garrison, A., Wilson, J., Gibbons, L., & Shahan, E. (2013). Exploring relationships between complex tasks and opportunities to learn in concluding whole-class discussion in middle-grades mathematics instruction. Journal for Research in Mathematics Education,
Jackson, K., Shahan, E. C., Gibbons, L. K., & Cobb, P. A. (2012). Launching complex tasks. Mathematics Teaching in the Middle School,
Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review,
Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven, CT: Yale.
Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. In M. K. Stein & L. Kucan (Eds.), Instructional explanations in the discipline (pp. 129–141). New York, NY: Springer.
Lampert, M., Boerst, T., & Graziani, F. (2011). Organizational resources in the service of school-wide ambitious teaching practice. Teachers College Record, 113(7), pp. 1361–1400.
Lappan, G., Fey, J. T., Fitzgerald, W. M., Friel, S. N., & Phillips, E. D. (1998/2002/2005). Connected mathematics project. Upper Saddle River, NJ: Prentice Hall.
Leinhardt, G., & Greeno, J. (1986). The cognitive skill of teaching. Journal of Educational Psychology,
Lemke, J. (1990). Talking science: Language, learning, and values. Westport, CT: Ablex.
Lemke, J. L. (1998). Resources for attitudinal meaning: Evaluative orientations in text semantics. Functions of Language,
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college (K-12). San Francisco, CA: Jossey-Bass.
Livingston, C., & Borko, H. (1990). High school mathematics review lessons: Expert-novice distinctions. Journal for Research in Mathematics Education,
Lubienski, S. T. (2000). Problem solving as a means toward mathematics for all: An exploratory look through a class lens. Journal for Research in Mathematics Education,
Martin, J., & White, P. (2005). The language of evaluation: Appraisal in English. NY: Palgrave Macmillan.
Moore-Russo, D., Conner, A., & Rugg, K. I. (2011). Can slope be negative in 3-space? Studying concept image of slope through collective definition construction. Educational Studies in Mathematics,
Nachlieli, T. (2011). Co-facilitation of study groups around animated scenes: The discourse of a moderator and a researcher. ZDM,
43, 53–64. doi:10.1007/s11858-010-0305-2.
Nachlieli, T., & Herbst, P., González, G. (2009). Seeing a colleague encourage a student to make an assumption while proving: What teachers put to play in casting an episode of geometry instruction. Journal for Research in Mathematics Education, 40(4), 427–459.
Nardi, E., Biza, I., & Zachariades, T. (2012). “Warrant” revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation. Educational Studies in Mathematics,
National Governors Association Center for Best Practices, Council of Chief State School Officers (NGAC). (2010). Common core state standards for mathematics. Washington, DC: Author.
Polya, G. (2004). How to solve it. Princeton, NJ: Princeton Science Library.
Pourshafie, T., & Murray-Harvey, R. (2013). Facilitating problem-based learning in teacher education: Getting the challenge right. Journal of Education for Teaching: International Research and Pedagogy,
Schack, E. O., Fisher, M. H., Thomas, J., Eisenhardt, S., Tassell, J., & Yoder, M. (2013). Pre-service elementary teachers’ professional noticing of children’s early numeracy. Journal of Mathematics Teacher Education,
Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research,
Silver, E. A. (1981). Recall of mathematical problem information: Solving related problems. Journal for Research in Mathematics Education,
Star, J. R., & Strickland, S. K. (2008). Learning to observe, using video to improve mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education,
Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal,
Sternberg, R. J., & Horvath, J. A. (1999). Tacit knowledge in professional practice. Mahwah, NJ: Lawrence Erlbaum.
Taylor, E., & Dyer, E. (2014). Teacher goals and dilemmas in the use of mathematical representations. Mathematics Teacher Educator,
Thomas, M., & Yoon, C. (2013). The impact of conflicting goals on mathematical teaching decisions. Journal of Mathematics Teacher Education. Advance online publication. doi:10.1007/s10857-013-9241-8.
Toulmin, S. (1958). The uses of argument. Cambridge: Cambridge University Press.
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education,