Ball, D.L
(1993) With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373–397. DOI logoGoogle Scholar
Cazden, C.B
(2001) Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.Google Scholar
Choppin, J
(2011a) The impact of professional noticing on teachers’ adaptations of challenging tasks. Mathematical Thinking and Learning, 13(3), 175–197. DOI logoGoogle Scholar
(2011b) Learned adaptations: Teachers’ understanding and use of curriculum resources. Journal of Mathematics Teacher Education, 14, 331–353. DOI logoGoogle Scholar
(2011c) The role of local theories: Teacher knowledge and its impact on engaging students with challenging tasks. Mathematics Education Research Journal, 23(1), 5–25. DOI logoGoogle Scholar
Cobb, P., Zhao, Q., & Dean, C
(2009) Conducting design experiments to support teachers’ learning: A reflection from the field. Journal of the Learning Sciences, 18(2), 165–199. DOI logoGoogle Scholar
Cohen, D.K
(2011) Teaching and its predicaments. Cambridge, MA: Harvard University Press. DOI logoGoogle Scholar
Davis, B
(1997) Listening for differences: An evolving conception of mathematics teaching. Journal for Research in Mathematics Education, 28(3), 355–376. DOI logoGoogle Scholar
Engle, R.A., & Conant, F. R
(2002) Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399–483. DOI logoGoogle Scholar
Forman, E.A., McCormick, D.E., & Donato, R
(1998) Learning what counts as a mathematical explanation. Linguistics and Education, 9(4), 313–339. DOI logoGoogle Scholar
Franke, M., Carpenter, T., Levi, L., & Fennema, E
(2001) Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653–689. DOI logoGoogle Scholar
Franke, M., & Kazemi, E
(2001) Teaching as learning within a community of practice: Characterizing generative growth. In T. Wood, B.S. Nelson, & J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 47–74). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Gee, J.P
(1999) An introduction to discourse analysis: Theory and method. New York, NY: Routledge.Google Scholar
Goos, M
(2004) Learning mathematics in a classroom community of inquiry. Journal for Research in Mathematics Education, 35(4), 258–291. DOI logoGoogle Scholar
Herbel-Eisenmann, B., Choppin, J., Wagner, D., & Pimm, D
. (Eds.) (2012) Equity in discourse for mathematics education: Theories, practices and policies. New York, NY: Springer. DOI logoGoogle Scholar
Herbel-Eisenmann, B.A., & Breyfogle, M.L
(2005) Questioning our patterns of questioning. Mathematics Teaching in the Middle School, 10(9), 484–489.Google Scholar
Lappan, G., Fey, J.T., Fitzgerald, W.M., Friel, S.N., & Phillips, E.D
(2006) Connected mathematics 2. Boston, MA: Prentice Hall.Google Scholar
Latour, B
(1988) Drawing things together. In M. Lynch & S. Woolgar (Eds.), Representation in scientific practice (pp. 19–68). Cambridge, MA: The MIT Press.Google Scholar
Lemke, J.L
(1990) Talking science: Language, learning, and values. Norwood, NJ: Ablex Publishing.Google Scholar
Lerman, S
(2001) Cultural, discursive psychology: A sociocultural approach to studying the teaching and learning of mathematics. Educational Studies in Mathematics, 46, 87–113. DOI logoGoogle Scholar
Ma, L
(1999) Knowing and teaching elementary mathematics. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Mehan, H
(1979) Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press. DOI logoGoogle Scholar
Michaels, S., O’Connor, M.C., & Resnick, L.B
(2008) Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283–297. DOI logoGoogle Scholar
O’Connor, M. C, & Michaels, S
(1993) Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly, 24(4), 318–355. DOI logoGoogle Scholar
Schultz, K
(2003) Listening: A framework for teaching across differences. New York, NY: Teachers College Press.Google Scholar
Sfard, A
(2007) When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint. Journal of the Learning Sciences, 16(4), 565–613. DOI logoGoogle Scholar
Simon, M., & Tzur, R
(1999) Explicating the teachers’ perspective from the researchers’ perspectives: Generating accounts of mathematics teachers’ practice. Journal for Research in Mathematics Education, 30(3), 252–264. DOI logoGoogle Scholar
Stein, M.K., Engle, R.A., Smith, M.S., & Hughes, E.K
(2008) Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10, 313–340. DOI logoGoogle Scholar
Truxaw, M.P., & DeFranco, T.C
(2008) Mapping mathematics classroom discourse and its implications for models of teaching. Journal for Research in Mathematics Education, 39(5), 489–525.Google Scholar
Cited by

Cited by 1 other publications

Falout, Joseph, Matthew Apple & Glen Hill
2022. Setting the Stage of STEM English for Students. In STEM English in Japan,  pp. 3 ff. DOI logo

This list is based on CrossRef data as of 3 march 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.