Mathematical Practices

Handbooks, collection of papers, etc.

• Brenner, M, Moschkovich, J. (Eds.). (2002). Everyday and academic mathematics:: Implications for the classroom. Journal for research in mathematics education monographs. Reston, VA: NCTM.
• Cobb, P., Bauersfeld, H. (Eds.) (1995). Emergence of Mathematical Meaning: Interaction in Classroom Cultures. Hillside, NJ: Erlbaum.
• Elliott, P.C., Kenney, M.J. (1996). Communication in Mathematics K-12 and Beyond. Reston, VA: NCTM.
• Hanna, Gila, de Villiers, Michael (Eds.). (2012). Proof and Proving in Mathematics Education. The 19th ICMI Study. Springer.
• Hiebert, J., Carpenter, T.P., Fennema, E., Fuson, K., Wearne, D., & Murray, H. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.
• Silverman, Jason, Hoyos, Veronica (Eds.) (2018). Distance Learning, E-Learning and Blended Learning in Mathematics Education International Trends in Research and Development. Springer.
• Stiegler, J. and Hiebert, J, (1999). The teacher gap, best ideas from the world’s teachers for improving education in the classroom. New York, NY: Free Press.
• Quaresma, M. (et al.) (Eds.). (2018). Mathematics Lesson Study Around the World. Theoretical and Methodological Issues. Springer.
• Thompson, D.R., Burton, M., Cusi, A., Wright, D. (Eds.).(2018). Classroom Assessment in Mathematics Perspectives from Around the Globe. Springer.

Papers and chapters                        

• Civil, M. (2002). Everyday mathematics, mathematicians’ mathematics, and school mathematics: Can we bring them together? In M. Brenner and J. Moschkovich (Eds.), Everyday and academic mathematics in the classroom. Journal of Research in Mathematics Education Monograph #11 (pp. 40-62). Reston, VA: NCTM.
• Cobb, P., Wood, T, Yackel, E. (1993). Discourse, Mathematical thinking and classroom practice. In E.A.Forman,  N. Minick and C.A.Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 91-119). Mew York: Oxford University Press.
• Cuoco, A., Goldenberg, E. P., & Mark, J. (1996). Habits of mind: An organizing principle for a mathematics curriculum. Journal of Mathematical Behavior, 15(4), 375-402.
• Dreyfus, T. (1999). Why Johnny can’t prove. Educational Studies in Mathematics, 38, 85–109.
• Ellis, A. (2007). A taxonomy for categorizing generalizations: Generalizing actions and reflection generalizations. Journal of the Learning Sciences, 16(2), 221-262.
• Galbraith, P. L. (1981). Aspects of proving: A critical investigation of process. Educational Studies in Mathematics, 12, 1–29.
• Franke, M.L., Kazemi, E., Battey, D. (2007). Understanding teaching and Classroom Practice in Mathematics. In F. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 225-256). Charlotte, NC: IAP.
• Hanna, G., & Jahnke, H. N. (1996). Proof and proving. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick,& C. Laborde (Eds.), International handbook of mathematics education (pp. 877–908). Dordrecht, Netherlands: Kluwer Academic Publishers.
• Harel, G., & Sowder, L. (1998). Students’ proof schemes: Results from exploratory studies. In A. H. Schoenfeld, J. Kaput, & E. Dubinsky (Eds.), Research in collegiate mathematics education III (pp. 234–283). Providence, RI: American Mathematical Society.
• Healy, L., & Hoyles, C. (2000). A study of proof conceptions in algebra. Journal for Research in Mathematics Education, 31, 396–428.
• Rasmussen, C., Wawro, M., & Zandieh, M. (2015). Examining individual and collective level mathematical progress. Educational Studies in Mathematics, 88, 259-281.
• Rasmussen, C., Zandieh, M., King, K., & Teppo, A. (2005). Advancing mathematical activity: A practice-oriented view of advanced mathematical thinking. Mathematical Thinking and Learning, 7(1), 51-73.
• Stylianides, G., Stylianides, A. & Weber, K. (2017). Research on the teaching and learning of proof: Taking stock and moving forward. In J. Cai (ed.) Compendium for Research in Mathematics Education. National Council of Teachers of Mathematics: Reston, VA.
• Vogler, K.E. & Burton, M. (2010). Mathematics teachers’ instructional practices in an era of high-stakes testing. School Science and Mathematics, 110 (5), 247-261.
• Weber, K. & Mejia-Ramos, J.P.  (2011). How and why mathematicians read proofs: An exploratory study. Educational Studies in Mathematics, 76, 329-344.

Faculty publications

• Karp, A. (2004). Examining the interactions between mathematical content and pedagogical form: Notes on the structure of the lesson. For the Learning of Mathematics, 24(1), 40-47.
• Todd, P., Lyublinskaya, I., Ryzhik, V. (2010) Symbolic geometry software and proof. International Journal of Computers for Mathematics Learning. 15(2), 151-159.
• Wasserman, N., & Rossi, D. (2015). Mathematics and science teachers’ use of and confidence in empirical reasoning: Implications for STEM teacher preparation. School Science and Mathematics, 115(1), 22-34.

A few TC dissertations

• Maye, Marilyn Claire. (2003). Study-group collaboration among high-achieving students of African descent studying mathematics at selective United States colleges.
• Offenholley, Kathleen Hopf. (2007). A discourse analysis of the online mathematics classroom.
• Jaffe, Elisabeth. (2010). Differentiating geometry instruction by students' strongest method of communicating mathematical ideas.

Members of the TSG

Alexander Karp

Irina Lyublinskaya