
Atkins, S. L. (1999). Listening to students: The power of mathematical conversations. Teaching Children Mathematics, 5(5), 289295. Ball, D. L. (1999). Working on the inside: Using one's own practice as a site for studying mathematics teaching and learning. In A. Kelly and R. Lesh (Eds.), Research design in mathematics and science education. Norwell, MA: Kluwer. Ball, D. L. (1993). Halves, pieces, and twoths: Constructing representational contexts in teaching fractions. In T. P. Carpenter, E. Fennema, & T. A. Romberg (Eds.), Rational Numbers: An Integration of Research (pp. 15796). Hillsdale, NJ: Lawrence Erlbaum Associates. Bauersfeld, H. (1995). "Language games" in the mathematics classroom: Their function and their effects. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (pp. 271289). Hillsdale, NJ: Lawrence Erlbaum Associates. Berlyne, D. E. (1960). Conflict, arousal, and curiosity. New York: Grove Press. Brown, A. L. & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229272). Cambridge, MA: MIT Press. Charney, R. S. (1991). Teaching children to care: Management in the responsive classroom. Greenfield, MA: Northeast Foundation for Children. Chazan, D. & Ball, D. (1995). Beyond exhortations not to tell: The teacher's role in discussionintensive mathematics classes, National Center for Research on Teacher Learning, Michigan State University. CP 952. [view paper] Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B., & Perlwitz, M. (1991). Assessment of a problemcentered secondgrade mathematics project. Journal for Research in Mathematics Education, 22, 329. Cobb, P. (1995). Mathematical learning and smallgroup interaction: Four case studies. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (pp. 25129). Mahwah, NJ: Lawrence Erlbaum Associates. Countryman, J. (1992). Writing to learn mathematics: Strategies that work. Portsmouth, NH: Heinemann. Cuoco, A. A. & Goldenberg, E. P. (1996). A role for technology in mathematics education. Journal of Education, 178(2), 1532. Goldenberg, E. P. (1996). "Habits of Mind" as an organizer for the curriculum. Journal of Education, 178(1), 1334. Krummheuer, G. (1995). The ethnography of argumentation. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (pp. 229269). Hillsdale, NJ: Lawrence Erlbaum Associates. Lampert, M. (1986). Knowing, doing, and teaching multiplication. Cognition and Instruction, 3(4), 305342. Lesh, R. (1985). Processes, skills, and abilities needed to use mathematics in everyday situations. Education and Urban Society, 17(4), 439446. Lewis, C. C. & Tsuchida, I. (1998). A lesson is like a swiftly flowing river. American Educator, Winter 1998. National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics. Reston, VA: Author. Palincsar, A. S., Magnusson, S. J., Marano, N., Ford, D., & Brown, N. (1998). Designing a community of practice: Principles and practices of the GIsML Community. Teaching and Teacher Education, 14(1), 519. Piaget, J. (1950). The psychology of intelligence. New York: Harcourt. Polya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton, NJ: Princeton University Press. Redman, J. D. (1996). Conversations about counting. In D. Schifter (Ed.), What's happening in math class?: Reconstructing professional identities (pp. 113126), Vol. 2. New York: Teachers College Press. Renninger, K. A. (1998). Developmental psychology and instruction: Issues from and for practice. In I. E. Sigel & K. A. Renninger (Vol. Eds.) Child psychology in practice, Volume 4. In W. Damon (Gen. Ed.), Handbook of child psychology (pp. 211274), 5th edition. New York: John Wiley and Sons. Renninger, K. A., Farra, L., & FeldmanRiordan, C. (2000). The impact of the Math Forum's Problem(s) of the Week on students' mathematical thinking. ACT: Proceedings of the International Conference of the Learning Sciences. Charlottesville, VA: Association for the Advancement of Computing in Education. [view paper] Resnick, L. B. (1988). Treating mathematics as an illstructured discipline. In R. I. Charles & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 3260). Hillsdale, NJ: Lawrence Erlbaum Associates. Roehler, L. R., Duffy, G. G., & Meloth, M. S. (1986). What to be direct about in direct instruction in reading: Content only versus processintocontent. In T. E. Raphael (Ed.), The contents of schoolbased literacy (pp. 7993). New York: Random House. Romberg, T. A. (1994). Classroom instruction that fosters mathematical thinking and problem solving: Connections between theory and practice. In A. H. Schoenfeld (Ed.), Mathematical thinking and problem solving (pp. 287304). Hillsdale, NJ: Lawrence Erlbaum Associates. Schifter, D. (1996). What's happening in math class? Reconstructing professional identities, Vol. 2. New York: Teachers College Press. Schoenfeld, A. (1987). What's all the fuss about metacognition? In A. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189215). Hillsdale, NJ: Lawrence Erlbaum Associates. Stigler, J. W. & Hiebert, J. (1998). Teaching is a cultural activity. American Educator, Winter 1998. Strauss, S. (1998). Cognitive development and science education: Toward a middle level model. In I. E. Sigel & K. A. Renninger (Vol. Eds.) Child psychology in practice, Volume 4. In W. Damon (Gen. Ed.), Handbook of child psychology (pp. 357399), 5th edition. New York: John Wiley and Sons. Tobin, K. (1983a). The influence of waittime on classroom learning. European Journal of Science Education, 5(1), 3548. Tobin, K. (1983b). Management of time in classrooms. In B. Fraser (Ed.), Classroom management. Bentley, Australia: Western Australian Institute of Technology. Wood, T. (1995). An emerging practice of teaching. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (pp. 203227). Hillsdale, NJ: Lawrence Erlbaum Associates. Yackel, E. (1995). Children's talk in inquiry mathematics classrooms. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (pp. 131162). Hillsdale, NJ: Lawrence Erlbaum Associates.
Zinsser, W. (1988). Writing to Learn. New York: Harper and Row.

