Revisit this collection of articles through the lens of Mathematics Teaching Practice 4: Facilitate meaningful mathematical discourse, Practice 5: Pose purposeful questions, and Practice 8: Elicit and use evidence of student thinking.

Banse, Holland, NataliaPalacios, EileenMerritt, and SaraRimm-Kaufman. (Under review) “Discussion during Calendar Math—A Warm-Up Curriculum for Basic Math Skills—with English Language Learners.”

Banse, Holland, NataliaPalacios, EileenMerritt, and SaraRimm-Kaufman. (Under review) “)| false

Boyd, Maureen, and DonRubin.2006. “How Contingent Questioning Promotes Extended Student Talk: A Function of Display Questions.” Journal of Literacy Research38 (2): 141–69.

Common Core State Standards Initiative (CCSSI). 2010. Common Core State Standards for Mathematics (CCSSM). Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf

Common Core State Standards Initiative (CCSSI). 2010. )| false

Echevarria, Jana, DeborahShort, and KristinPowers.2006. “School Reform and Standards-Based Education: A Model for English- Language Learners.” The Journal of Educational Research99 (4): 195–211.

Echevarria, Jana, DeborahShort, and KristinPowers.2006. “School Reform and Standards-Based Education: A Model for English- Language Learners.” )| false

Khisty, Lena Licón, and KathrynB. Chval.2002. “Pedagogic Discourse and Equity in Mathematics: When Teachers' Talk Matters.” Mathematics Education Research Journal14 (3): 154–68.

Merritt, Eileen, NataliaPalacios, HollandBanse, MicelaLeis, and SaraRimm-Kaufman. (Under review) “Teaching Practices in Fifth-Grade Mathematics Classrooms with High-Achieving English Learner Students.”

Moschkovich, Judit.2013. “Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners.” Journal of Urban Mathematics Education6 (July): 45–57. http://education.gsu.edu/JUME

Moschkovich, Judit.2013. “Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners.” )| false

O'Connor, Mary Catherine, and SarahMichaels.1993. “Aligning Academic Task and Participation Status through Revoicing: Analysis of a Classroom Discourse Strategy.” Anthropology and Education Quarterly24:318.

O'Connor, Mary Catherine, and SarahMichaels.1993. “Aligning Academic Task and Participation Status through Revoicing: Analysis of a Classroom Discourse Strategy.” )| false

Shein, Paichi Pat.2012. “Seeing with Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors.” Journal for Research in Mathematics Education43 (March): 182–222.

Shein, Paichi Pat.2012. “Seeing with Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors.” )| false

Turner, Erin, HiginioDominguez, LuzMaldonado, and SusanEmpson.2013. “English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities.” Journal for Research in Mathematics Education44 (January): 199–223.

Vygotsky, Lev.1978. Mind in Society: The Development of Higher Psychological Processes. Edited by MichaelCole, VeraJohn-Steiner, SylviaScribner, and EllenSouberman. Cambridge, MA: Harvard University Press.

White, Dorothy Y.2003. “Promoting Productive Mathematical Classroom Discourse with Diverse Students.” The Journal of Mathematical Behavior22 (1): 37–53.

Common Core State Standards Initiative (CCSSI). 2010. Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf

Common Core State Standards Initiative (CCSSI). 2010. )| false

Boaler, Jo.2008. What's Math Got to Do with It? Helping Children Learn to Love their Most Hated Subject—and Why It's Important for America.New York: Viking.

Common Core State Standards Initiative (CCSSI). 2010. Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf

Common Core State Standards Initiative (CCSSI). 2010. )| false

Desmet, Laetitia, JacquesGrégoire, and ChristopheMussolin.2010. “Developmental Changes in the Comparison of Decimal Fractions.” Learning and Instruction20 (6): 521–32. http://dx.doi.org/10.1016/j.learninstruc.2009.07.004

Falkner, Karen P., LindaLevi, and ThomasP. Carpenter.1999. “Children's Understanding of Equality: A Foundation for Algebra.” Teaching Children Mathematics6 (February): 56–60.

Kieran, Carolyn.1981. “Concepts Associated with the Equality Symbol.” Educational Studies in Mathematics12 (3): 317–26. http://dx.doi.org/10.1007/BF00311062

Linchevski, Liora, and DroraLivneh.1999. “Structure Sense: The Relationship between Algebraic and Numerical Contexts.” Educational Studies in Mathematics40 (2): 173–96. http://dx.doi.org/10.1023/A:1003606308064

Philipp, Randolph A., CandaceCabral, and BonnieP. Schappelle.2005. IMAP CD-ROM: Integrating Mathematics and Pedagogy to Illustrate Children's Reasoning. Computer software. Upper Saddle River, NJ: Pearson Education.

Philipp, Randolph A., CandaceCabral, and BonnieP. Schappelle.2005. )| false

Chapin, Suzanne H., CatherineO’Connor, and NancyCanavan Anderson.2009. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6. Sausalito: Math Solutions.

Chapin, Suzanne H., CatherineO’Connor, and NancyCanavan Anderson.2009. )| false

Henningsen, Marjorie, and MaryKay Stein.1997. “Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning.” Journal for Research in Mathematics Education28 (November): 524–49.

Henningsen, Marjorie, and MaryKay Stein.1997. “Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning.” )| false

Kazemi, Elham, and MeganLoef Franke.2004. “Teacher Learning in Mathematics: Using Student Work to Promote Collective Inquiry.” Journal of Mathematics Teacher Education7 (September): 203–35.

Michaels, Sarah, CatherineO’Connor, and LaurenB. Resnick.2008. “Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life.” Studies in Philosophy and Education27 (4): 283–97.

Michaels, Sarah, CatherineO’Connor, and LaurenB. Resnick.2008. “Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life.” )| false

Smith, Margaret S., ElizabethK. Hughes, RandiA. Engle, and MaryKay Stein.2009. “Orchestrating Discussions.” Mathematics Teaching in the Middle School14 (May): 548–56.

Stein, Mary K, and MargaretS. Smith.2011. 5 Practices for Orchestrating Productive Mathematics Discussions.Reston, VA: National Council of Teachers of Mathematics.

Stein, Mary K, and MargaretS. Smith.2011. )| false

Greeno, James G., and RogersP. Hall. “Practicing Representation: Learning with and about Representational Forms.” Phi Delta Kappan78 (January1997): 361–67.

Greeno, James G., and RogersP. Hall. “Practicing Representation: Learning with and about Representational Forms.” )| false

Chapin, Suzanne H., CatherineO’Connor, and NancyAnderson.2003. Classroom Discussions Using Math Talk to Help Students Learn, Grades 1-6.Sausalito, CA: Math Solutions Publications.

Chapin, Suzanne H., CatherineO’Connor, and NancyAnderson.2003. )| false

McLoughlin, Dennis M. “High Trust: Accelerating Student Achievement.” Lecture presented at High Trust Workshop in George Washington Middle School, Alexandria, VA, August2011.

Smith, Margaret S., ElizabethK. Hughes, RandiA. Engle, and MaryKay Stein.2009. “Orchestrating Discussions.” Mathematics Teaching in the Middle School14 (May): 548–56.

Brown, Ann L.1987. “Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms.” In Metacognition, Motivation, and Understanding, edited by FrankE. Weinert and RainerH. Kluwe, pp. 65–116. Hillsdale, NJ: Lawrence Erlbaum Associates.

Brown, Ann L.1987. “Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms.” In )| false

Hufferd-Ackles, Kimberly, KarenC. Fuson, and MiriamGamoran Sherin.2004. “Describing Levels and Components of a Math-Talk Learning Community.” Journal for Research in Mathematics Education35 (2): 81–116. http://doi.org/10.2307/30034933

Ball, Deborah L. “With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics.” The Elementary School Journal93 (March1993): 373–97.

BallDeborah L. “Teaching, with Respect to Mathematics and Students.” In Beyond Classical Pedagogy: Teaching Elementary School Mathematics, edited by TerryWood, BarbaraScott Nelson, and JanetWarfield, pp. 11–22. Mahwah, NJ: Erlbaum, 2001.

BallDeborah L. “Teaching, with Respect to Mathematics and Students.” In )| false

Boaler, Jo, and MeganStaples. “Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School.” Teachers College Record, forthcoming.

Boaler, Jo, and MeganStaples. “Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School.” )| false

Hatano, Giyoo, and KayokoInagaki. “Sharing Cognition through Collective Comprehension Activity.” In Perspectives on Socially Shared Cognition, edited by LaurenB. Resnick, JohnM. Levine, and StephanieD. Teasley, pp. 331–48. Washington, DC: American Psychological Association, 1991.

Heller, Patricia M., AndrewAhlgren, ThomasPost, MerlynBehr, and RichardLesh. “Proportional Reasoning: The Effect of Two Context Variables, Rate Type, and Problem Setting.” Journal of Research in Science Teaching26 (1989): 205–20.

Heller, Patricia M., AndrewAhlgren, ThomasPost, MerlynBehr, and RichardLesh. “Proportional Reasoning: The Effect of Two Context Variables, Rate Type, and Problem Setting.” )| false

Henningsen, Marjorie, and MaryKay Stein. “Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning.” Journal for Research in Mathematics Education29 (November1997): 524–49.

Henningsen, Marjorie, and MaryKay Stein. “Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning.” )| false

Hiebert, James, and DianaWearne. “Instructional Tasks, Classroom Discourse, and Students' Learning in Second-Grade Arithmetic.” American Educational Research Journal30 (1993): 393–425.

Kaput, James, and MaryMaxwell West. “Missing-Value Proportional Problems: Factors Affecting Informal Reasoning Patterns.” In The Development of Multiplicative Reasoning in the Learning of Mathematics, edited by GuershonHarel and JereConfrey, pp. 235–87. Albany, NY: State University of New York Press, 1994.

Kaput, James, and MaryMaxwell West. “Missing-Value Proportional Problems: Factors Affecting Informal Reasoning Patterns.” In )| false

Michaels, Sarah, MaryCatherine O’Connor, and LaurenResnick.Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life, forthcoming.

Michaels, Sarah, MaryCatherine O’Connor, and LaurenResnick.)| false

Smith, John P. “Efficacy and Teaching Mathematics by Telling: A Challenge for Reform.” Journal for Research in Mathematics Education27 (1996): 387–402.

Smith, Margaret S., VictoriaBill, and ElizabethK. Hughes. “Thinking through a Lesson: The Key to Successfully Implementing High-Level Tasks.” Mathematics Teaching in the Middle School, submitted.

Smith, Margaret S., VictoriaBill, and ElizabethK. Hughes. “Thinking through a Lesson: The Key to Successfully Implementing High-Level Tasks.” )| false

Stein, Mary Kay, and SusanneLane. “Instructional Tasks and the Development of Student Capacity to Think and Reason: An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project.” Educational Research and Evaluation2 (1996): 50–80.

Stein, Mary Kay, and SusanneLane. “Instructional Tasks and the Development of Student Capacity to Think and Reason: An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project.” )| false

Stein, Mary Kay, MargaretS. Smith, MarjorieHenningsen, and EdwardSilver.Implementing Standards-Based Mathematics Instruction: A Casebook for Professional Development.New York: Teachers College Press, 2000.

Stein, Mary Kay, MargaretS. Smith, MarjorieHenningsen, and EdwardSilver.)| false

Wood, Terry, and TammyTurner-Vorbeck. “Extending the Conception of Mathematics Teaching.” In Beyond Classical Pedagogy: Teaching Elementary School Mathematics, edited by TerryWood, BarbaraScott Nelson, and JanetWarfield, pp. 185–208. Mahwah, NJ: Erlbaum, 2001.

Wood, Terry, and TammyTurner-Vorbeck. “Extending the Conception of Mathematics Teaching.” In )| false

Ball, Deborah L., and FrancescaM. Forzani.2009. “The Work of Teaching and the Challenge for Teacher Education.” Journal of Teacher Education60 (5): 497–511.

Common Core State Standards Initiative (CCSSI). 2010. Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf

Common Core State Standards Initiative (CCSSI). 2010. )| false

Frykholm, Jeffrey A.1999. “The Impact of Reform: Challenges for Mathematics Teacher Preparation.” Journal of Mathematics Teacher Education2 (1): 79–105.

Gurl, Theresa J., AliceF. Artzt, and AlanSultan.2012. Implementing the Common Core State Standards through Mathematical Problem Solving: High School.Reston, VA: National Council of Teachers of Mathematics.

Gurl, Theresa J., AliceF. Artzt, and AlanSultan.2012. )| false

Gurl, Theresa J., AliceF. Artzt, and AlanSultan.2013. Implementing the Common Core State Standards through Mathematical Problem Solving: Grades 6–8.Reston, VA: National Council of Teachers of Mathematics.

Gurl, Theresa J., AliceF. Artzt, and AlanSultan.2013. )| false

Ball, Deborah L., and DavidK. Cohen.1999. “Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education.” In Teaching as the Learning Profession, edited by LindaDarling-Hammond and GarySykes, pp. 3–31. San Francisco: Jossey-Bass.

Ball, Deborah L., and DavidK. Cohen.1999. “Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education.” In )| false

Cohen, Sophia.2004. Teachers' Professional Development and the Elementary Mathematics Classroom: Bringing Understandings to Light.Mahwah, NJ: Lawrence Erlbaum.

Sherin, Miriam G.2002. “ A Balancing Act: Developing a Discourse Community in a Mathematics Classroom.” Journal of Mathematics Teacher Education5: 205–33.

Sherin, Miriam G.2007. “The Development of Teachers' Professional Vision in Video Clubs.” In Video Research in the Learning Sciences, edited by RickiGoldman, RoyPea, BrigidBarron, and SharonDerry, pp. 383–95. Hillsdale, NJ: Lawrence Erlbaum.

Sherin, Miriam G.2007. “The Development of Teachers' Professional Vision in Video Clubs.” In )| false

Sherin, Miriam G., ElizabethDyer, JanetD. K. Walkoe, and RosemaryS. Russ.2013. “Using Video Clubs to Examine Student Thinking about Algebra.” Presentation at the Annual Meeting of the National Council of Teachers of Mathematics, Denver, Colorado, April.

Sherin, Miriam G., ElizabethDyer, JanetD. K. Walkoe, and RosemaryS. Russ.2013. “Using Video Clubs to Examine Student Thinking about Algebra.” )| false

Sherin, Miriam G., and ElizabethA. van Es.2009. “Effects of Video Club Participation on Teachers' Professional Vision.” Journal of Teacher Education60 (1): 20–37.

van Es, Elizabeth A., and MiriamG. Sherin.2010. “The Influence of Video Clubs on Teachers' Thinking and Practice.” Journal of Mathematics Teacher Education13: 155–76.

Amit, Miriam, and MichaelN. Fried. “Authority and Authority Relations in Mathematics Education: A View from an Eighth-Grade Classroom.” Educational Studies in Mathematics58, no. 2 (2005): 145–68.

Davis, Brent. “Listening for Differences: An Evolving Conception of Mathematics Teaching.” Journal for Research in Mathematics Education28, no. 3 (1997): 355–76.

Harel, Guershon, and LarrySowder. “Toward Comprehensive Perspectives on the Learning and Teaching of Proof.” In Second Handbook of Research on Mathematics Teaching and Learning, edited by FrankK. LesterJr.Charlotte, NC: Information Age Publishing/NCTM, 2007.

Harel, Guershon, and LarrySowder. “Toward Comprehensive Perspectives on the Learning and Teaching of Proof.” In )| false

Muis, Krista R. “Personal Epistemology and Mathematics: A Critical Review and Synthesis of Research.” Review of Educational Research74, no. 3 (2004): 317–77.

Walshaw, Margaret, and GlendaAnthony. “The Teacher's Role in Classroom Discourse: A Review of Recent Research into Mathematics Classrooms.” Review of Educational Research78, 3 (2008): 516–51.

Wilson, Melvin, and GwendolynM. Lloyd. “Sharing Mathematical Authority with Students: The Challenge for High School Teachers.” Journal of Curriculum and Supervision15, no. 2 (2000): 146–69.

Wilson, Melvin, and GwendolynM. Lloyd. “Sharing Mathematical Authority with Students: The Challenge for High School Teachers.” )| false