Discourse Actions to Promote Student Access

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Berry, Robert Q., and Mark W. Ellis. 2013. “Multidimensional Teaching.” Mathematics Teaching in the Middle School 19, no. 3 (October): 172–78.

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Boaler, Jo, and James G. Greeno. 2000. “Identity, Agency, and Knowing in Mathematics Worlds.” In Multiple Perspectives on Mathematics Teaching and Learning, edited by Jo Boaler, pp. 171–200. Westport, CT: Ablex Publishing.

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Boaler, Jo, and Megan Staples. 2008. “Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School.” Teachers College Record 110, no. 3 (March): 608–45.

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Boston, Melissa D. 2012. “Assessing the Quality of Mathematics Instruction.” Elementary School Journal 113 (1): 76–104.

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Boston, Melissa D., Amber G. Candela, and Juli K. Dixon. 2019. Making Sense of Mathematics for Teaching to Inform Instructional Quality. Bloomington, IN: Solution Tree.

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Cai, Jinfa, John C. Moyer, Ning Wang, Stephen Hwang, Bikai Nie, and Tammy Garber. 2013. “Mathematical Problem Posing as a Measure of Curricular Effect on Students' Learning.” Educational Studies in Mathematics 83, no. 1 (May): 57–69.

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Candela, Amber G. 2016. “Using the Instructional Quality Assessment Observation Tool in a Professional Development Capacity.” In Proceedings of the 38th Annual Meeting for the North American Chapter for the Psychology of Mathematics Education, edited by Marcy B. Wood, Erin E. Turner, Marti Civil, and Jennifer A. Eli, p. 418, November 3–6, Tucson, AZ: The University of Arizona.

Candela, Amber G. 2016. “Using the Instructional Quality Assessment Observation Tool in a Professional Development Capacity.” In Proceedings of the 38th Annual Meeting for the North American Chapter for the Psychology of Mathematics Education, edited by Marcy B. Wood, Erin E. Turner, Marti Civil, and Jennifer A. Eli, p. 418, November 3–6, Tucson, AZ: The University of Arizona.)| false
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Candela, Amber G. 2019. “Teachers' Perspectives Using the Instructional Quality Assessment as a Professional Development Tool.” In Handbook of Research on Educator Preparation and Professional Learning, edited by Drew Polly, Christie Martin, and Kenan Dikilitaş, pp. 41–58. Hershey, PA: IGI Global.

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Candela, Amber G. 2019. “Teachers' Perspectives Using the Instructional Quality Assessment as a Professional Development Tool.” In Handbook of Research on Educator Preparation and Professional Learning, edited by Drew Polly, Christie Martin, and Kenan Dikilitaş, pp. 41–58. Hershey, PA: IGI Global.10.4018/978-1-5225-8583-1.ch004)| false
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Chapin, Suzanne H., Mary Catherine O'Connor, and Nancy Canavan Anderson. 2013. Classroom Discussions in Math: A Teacher's Guide for Using Talk Moves to Support the Common Core and More, Grades K–6. Vol. 6. Sausalito, CA: Math Solutions.

Chapin, Suzanne H., Mary Catherine O'Connor, and Nancy Canavan Anderson. 2013. Classroom Discussions in Math: A Teacher's Guide for Using Talk Moves to Support the Common Core and More, Grades K–6. Vol. 6. Sausalito, CA: Math Solutions.)| false
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Cohen, Elizabeth G., Rachel A. Lotan, Beth A. Scarloss, and Adele R. Arellano. 1999. “Complex Instruction: Equity in Cooperative Learning Classrooms.” Theory into Practice 38, no. 2 (Spring): 80–86.

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Cohen, Elizabeth G., Rachel A. Lotan, Beth A. Scarloss, and Adele R. Arellano. 1999. “Complex Instruction: Equity in Cooperative Learning Classrooms.” Theory into Practice 38, no. 2 (Spring): 80–86.10.1080/00405849909543836)| false
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de Araujo, Zandra, Erin Smith, Ji-Yeong I, and Matthew Sakow. 2018. “Preservice Teachers' Strategies for Teaching Mathematics with English Learners.” In Toward Equity and Social Justice in Mathematics Education, edited by Tonya G. Bartell, pp. 217–39. Cam, Switzerland: Springer Publishing.

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de Araujo, Zandra, Erin Smith, Ji-Yeong I, and Matthew Sakow. 2018. “Preservice Teachers' Strategies for Teaching Mathematics with English Learners.” In Toward Equity and Social Justice in Mathematics Education, edited by Tonya G. Bartell, pp. 217–39. Cam, Switzerland: Springer Publishing.10.1007/978-3-319-92907-1_14)| false
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Dixon, Juli K., Lisa A. Brooks, and Melissa R. Carli. 2019. Making Sense of Mathematics for Teaching the Small Group. Bloomington, IN: Solution Tree Press.

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Grouws, Douglas A., James E. Tarr, Óscar Chávez, Ruthmae Sears, Victor M. Soria, and Rukiye D. Taylan. 2013. “Curriculum and Implementation Effects on High School Students' Mathematics Learning from Curricula Representing Subject-Specific and Integrated Content Organizations.” Journal for Research in Mathematics Education 44, no. 2 (March): 416–63.

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Grouws, Douglas A., James E. Tarr, Óscar Chávez, Ruthmae Sears, Victor M. Soria, and Rukiye D. Taylan. 2013. “Curriculum and Implementation Effects on High School Students' Mathematics Learning from Curricula Representing Subject-Specific and Integrated Content Organizations.” Journal for Research in Mathematics Education 44, no. 2 (March): 416–63.10.5951/jresematheduc.44.2.0416)| false
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Herbel-Eisenmann, Beth A., and M. Lynn Breyfogle. 2005. “Questioning Our Patterns of Questioning.” Mathematics Teaching in the Middle School 10, no. 9 (May): 484–89.

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Herbel-Eisenmann, Beth A., Michael D. Steele, and Michelle Cirillo. 2013. “(Developing) Teacher Discourse Moves: A Framework for Professional Development.” Mathematics Teacher Educator 1, no. 2 (March): 181–96.

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Herbel-Eisenmann, Beth A., Michael D. Steele, and Michelle Cirillo. 2013. “(Developing) Teacher Discourse Moves: A Framework for Professional Development.” Mathematics Teacher Educator 1, no. 2 (March): 181–96.10.5951/mathteaceduc.1.2.0181)| false
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Lampert, Magdalene. 2001. Teaching Problems and the Problems of Teaching. New Haven, CT: Yale University Press.

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Martin, Danny Bernard. 2012. “Learning Mathematics while Black.” The Journal of Educational Foundations 26, nos. 1–2 (Winter–Spring): 47–66.

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McClure, Lynne. 2011. “Using Low Threshold High Ceiling Tasks.” NRICH Project. Cambridge: University of Cambridge.

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Michaels, Sarah, and Catherine O'Connor. 2015. “Conceptualizing Talk Moves as Tools: Professional Development Approaches for Academically Productive Discussion.” In Socializing Intelligence through Talk and Dialogue, Lauren B. Resnick, Christa Asterhan, and Sherice Clarke, pp. 347–62. Washington, DC: American Educational Research Association.

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Michaels, Sarah, and Catherine O'Connor. 2015. “Conceptualizing Talk Moves as Tools: Professional Development Approaches for Academically Productive Discussion.” In Socializing Intelligence through Talk and Dialogue, Lauren B. Resnick, Christa Asterhan, and Sherice Clarke, pp. 347–62. Washington, DC: American Educational Research Association.10.3102/978-0-935302-43-1_27)| false
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Michaels, Sarah, Mary Catherine O'Connor, Megan Williams Hall, and Lauren B. Resnick. 2010. Accountable Talk® Sourcebook. Pittsburgh, PA: Institute for Learning, University of Pittsburgh.

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National Council of Teachers of Mathematics (NCTM). 2014. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.

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O'Connor, Mary Catherine, and Sarah Michaels. 1996. “Shifting Participant Frameworks: Orchestrating Thinking Practices in Group Discussions.” In Discourse, Learning, and Schooling, edited by Deborah Hicks, pp. 63–103. New York: Cambridge University Press.

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O'Connor, Mary Catherine, and Sarah Michaels. 1996. “Shifting Participant Frameworks: Orchestrating Thinking Practices in Group Discussions.” In Discourse, Learning, and Schooling, edited by Deborah Hicks, pp. 63–103. New York: Cambridge University Press.10.1017/CBO9780511720390.003)| false
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Schoenfeld, Alan H. 2002. “Making Mathematics Work for All Children: Issues of Standards, Testing, and Equity.” Educational Researcher 31, no. 1 (January): 13–25.

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Smith, Margaret S., and Mary Kay Stein. 2018. 5 Practices for Orchestrating Productive Mathematics Discussions. 2nd ed. Reston, VA: National Council of Teachers of Mathematics.

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Stein, Mary Kay, and Suzanne Lane. 1996. “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 Evaluation: An International Journal on Theory and Practice 2 (1): 50–80.

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Stein, Mary Kay, and Suzanne Lane. 1996. “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 Evaluation: An International Journal on Theory and Practice 2 (1): 50–80.10.1080/1380361960020103)| false
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