**Readings for the TEACH MATH Modules**

Readings for the Community Mathematics Exploration Module

Buck, P. & Skilton-Sylvester, P. (2005). Pre-service teachers enter urban communities: Coupling fund of knowledge research and critical pedagogy in teacher education. In González, N., Moll, L. & Amanti, C. (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms. (p.213-232). Mahwah, NJ: Lawrence Earlbaum.

Civil, M. (2006). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir and P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105-117). New York: Teachers College Press.

Civil, M. (2002). Culture and Mathematics: A community approach. Journal of Intercultural Studies, 23 (2), 133-148.

de Abreu, G. (1995). Understanding how children experience the relationship between home and school mathematics. Mind, Culture, and Activity, 2(2), 119–142.

Drake, C. & Norton-Meier, L. (2007). Creating Third Spaces: Integrating Family and Community Resources into Elementary Mathematics Methods. Paper presented at the annual meeting of the PME-NA, Oct 25, 2007.

Ensign, J. (2005). Helping teachers use students’ home cultures in mathematics lessons: Developmental stages of becoming effective teachers of diverse students. In A. Rodriguez & R. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 225-242). Mahwah, NJ: Lawrence Erlbaum.

González, N., Moll, L. & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Earlbaum.

Ladson-Billings, G.J. (1999). Preparing Teachers for Diverse Student Populations: A Critical Race Theory Perspective. Review of Research in Education, 24, 211-247.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 32 (3), 465-491.

Lipka, J. (2005). Math in a cultural context: Two case studies of a successful culturally based math project. Anthropology and Education Quarterly, 36(4), 367–385.

Milner, H. R. & Smithney, M. (2003). How teacher educators created a course curriculum to challenge and enhance preservice teachers’ thinking and experience with diversity. Teaching Education, 14 (3), 293-305.

Civil, M. & Kahn, L. H. (2001). Mathematics instruction developed from a garden theme. Teaching Children Mathematics, 7 (7), 400-405.

Flores, A. (1997). Sí se puede. It can be done: Quality mathematics in more than one language. In J. Tentracosta (Ed.), Multicultural and gender equity in the mathematics classroom (p. 81-91). Reston, VA: National Council of Teachers of Mathematics.

González, N., Andrade, R., & Carson, C. (2001). Creating links between home and school mathematics practices. In E. McIntyre, A. Rosebery, & N. Gonzalez (Eds.), Classroom diversity: Connecting curriculum to students’ lives (pp. 100–114). Portsmouth, NH: Heinemann.

Gutstein E. & Peterson, B. (2005). Rethinking Mathematics: Teaching Social Justice by the Numbers (pp. 117-120). Milwaukee: Rethinking Schools Publications.

Kahn, L. & Civil, M. (2001). Unearthing the mathematics of a classroom garden. In E. McIntyre, A. Rosebery, & N. González (Eds.), Classroom diversity: Connecting school to students’ lives (pp. 37-50). Portsmouth, NH: Heinemann.

Kyle, D., McIntyre, E., & Moore, G. (2001). Connecting mathematics instruction with the families of young children. Teaching Children Mathematics, 80-86.

Lo Cicero, A., Fuson, K., & Allexsaht-Snider, M. (2001), Mathematizing children’s stories, helping children solve word problems, and supporting parental involvement. In W. Secada (Ed.) Changing the Faces of Mathematics: Perspectives on Latinos (pp. 59-70). Reston, VA: NCTM.

Torres-Velásquez, D. (2004). Culturally responsive mathematics teaching and English Language Learners. Teaching Children Mathematics, 249-255.

Turner, E. & Font Strawhun, B. (2007, May). Posing problems that matter: Investigating school overcrowding. Teaching Children Mathematics. (pp. 457-463).

Turner, E. & Font Strawhun, B. (2005). With Math, It’s Like You Have More Defense. In Gutstein E. & Peterson, B. (Eds.), Rethinking Mathematics: Teaching Social Justice by the Numbers, (pp. 81-87). Milwaukee: Rethinking Schools Publications.

Readings for the Mathematics Learning Case Study Module

Carpenter, T., Fennema, E., Franke, M., Levi, L. & Empson, S. (1999). Children’s Mathematics: Cognitively Guided Instruction, The National Council of Teachers of Mathematics, Inc. Heinemann: Portsmouth, NH.

Ginsburg, H. (1997). Guidelines for Clinical Interviews. In Entering the Child’s Mind: The Clinical Interview in Psychological Research and Practice (pp. 141-148). New York: Cambridge Press.

Jacobs, V. & Ambrose, R. (2008). Making the most of story problems. Teaching Children Mathematics, December 2008/January 2009, p. 260-266.

Jacobs, V. & Kusiak, J. (2006, May) Exploring children’s use of tools during problem solving. Teaching Children Mathematics, pp. 470-477.

Lo Cicero, A., Fuson, K., & Allexsaht-Snider, M. (2001), Mathematizing children’s stories, helping children solve word problems, and supporting parental involvement. In W. Secada (Ed.) Changing the Faces of Mathematics: Perspectives on Latinos (pp. 59-70). Reston, VA: NCTM.

Perkins, I., & Flores, A. (2002). Mathematical notations and procedures of recent immigrant students. Mathematics Teaching in the Middle School, 7 (6), 346-351.

Ellemor-Collins, D.L. & Wright, R.J. (September, 2008). Assessing student thinking about arithmetic: Videotaped interviews. Teaching Children Mathematics, 15(2), p. 106.

Readings for the Analysis of Classroom Practices through Multiple Mathematical Lenses Module

Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, pp. 163-183.

VanZoest, L. & Stockero, S., (2008). Using a video-case curriculum to develop preservice teachers’ knowledge and skills. In M. Smith, S. Friel, & D. Thompson (Eds.) Cases in mathematics teacher education: Tools for developing knowledge needed for teaching (Association of Mathematics Teacher Educators Monograph No. 4., pp. 117-132). San Diego, CA : Association of Mathematics Teacher Educators.

Smith, M.W., Bill, V. & Hughes, E.K. (2008). Thinking through a Lesson: Successfully Implementing High-Level Tasks. Mathematics Teaching in the Middle School, 14(3), October 2008.

Boston, M.D. & Smith, M.S. (2009). Transforming Secondary Mathematics Teaching: Increasing the Cognitive Demands of Instructional Tasks Used in Teachers’ Classrooms. Journal for Research in Mathematics Education, 40(2), 119-156.

Stein, M.K., Smith, M.S., Henningsen, M.A. & Silver, E.A. (2000). Implementing Standards-based Mathematics Instruction: A casebook for professional development. Reston, VA: NCTM.

Stallings, L.L. (2007). See a different mathematics. Mathematics Teaching in the Middle School, 13(4), p. 212.

Smith, M.S., Hughes, E.K., Engle, R.A., & Stein, M.K. (May 2009). Orchestrating Discussions. Mathematics Teaching in the Middle School, 14(9), p. 548.

Breyfogle, M.L. & Williams, L.E. (December, 2008). From the classroom: Designing and implementing worthwhile tasks. Teaching Children Mathematics, 15(5), p. 276.

Smith, M. (2004). Beyond presenting good problems: how a Japanese teacher implements a mathematics task. In Rheta N. Rubenstein & George W. Bright (Eds.), Perspectives on the Teaching of Mathematics, Sixty-sixth yearbook (pp. 96-106). Reston, VA: NCTM.

Arbaugh, R. & Brown, C.A. (2004). What makes a mathematical task worthwhile? Designing a learning tool for high school mathematics teachers. In Rheta N. Rubenstein & George W. Bright (Eds.), (pp. 27-41). Reston, VA: NCTM.

Jansen, A., & Spitzer, S. M. (2009). Prospective middle school mathematics teachers’ reflective thinking skills: Descriptions of their students’ thinking and interpretations of their teaching. Journal of Mathematics Teacher Education, 12(2), 133-151.

Morris, A. K. (2007). Factors affecting pre-service teachers’ evaluations of the validity of students’ mathematical arguments in classroom contexts. Cognition and Instruction, 25(4), 479-522.

Hiebert, J., Morris, A.K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education 58(1), 47-61.

Morris, A. (2006). Assessing pre-service teachers’ skills for analyzing teaching. Journal of Mathematics Teacher Education, 9(5), pp 471-505.

Neumann, M. (2007). Preservice Teachers Examine Gender Equity in Teaching Math. Teaching Children Mathematics, 13(7), pp. 388-395