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Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L, Empson, S. B. (2015). Children’s mathematics: Cognitively guided instruction, Second Edition Portsmouth, NH: Heinemann.
Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C.P., & Loef, M. (1989). Using knowledge of children's mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26 (4), 385-531.
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Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic & algebra in elementary school. Portsmouth, NH: Heinemann.
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Empson, S. B. (2003). Low-Performing Students and Teaching Fractions for Understanding: An Interactional Analysis. Journal for Research in Mathematics Education 34: 4 305-343.
Empson, S.B., (2001). Equal Sharing and the Roots of Fractions Equivalence. Teaching Children Mathematics 7: 421-25.
Empson, S.B., (1999) Equal Sharing and Shared Meaning: The Development of Fraction Concepts in a First-Grade Classroom. Cognition and Instruction 17: 283-342.
Empson, S. B. (1995). Using sharing situations to help children learn fractions. Teaching Children Mathematics, 2(2), 110-114.
Empson, S. B. & Jacobs, V. J. (2008). Learning to Listen to Children’s Mathematics. In T. Wood (Series Ed.) & P. Sullivan (Vol. Ed.), International handbook of mathematics teacher education, vol.1: Knowledge and beliefs in mathematics teaching and teaching development(pp. 257-281). Rotterdam, the Netherlands: Sense Publishers.
Empson, S. B., Junk, D., Dominguez, H., and Turner, E. (2006). Coordination of Multiplicatively Related Quantities: A Cross-Sectional Study of Children's Thinking. Educational Studies in Mathematics.
Empson, S. B. & Knudsen, J. (2003). Building on Children’s Thinking to Develop Proportional Reasoning. Texas Mathematics Teacher, L(2), 16-21.
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Enyedy, N., Wischnia, S. & Franke, M. (2008). Classroom discourse : Contrastive and Consensus conversations. Journal of Educational Research, (2) 2./3.
Falkner, K. P., Levi, L., & Carpenter, T.P. (1999). Children’s understanding of equality: A foundation for algebra. Teaching Children Mathematics, 6(4), 232-236.
Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education. 27, 4, 403-434.
Fennema, E., Carpenter, T. P., Jacobs, V. R., Franke, M. L., & Levi, L. (1998). A longitudinal study of gender differences in young children’s mathematical thinking. Educational Researcher, 27(5), 4 – 12.
Fennema, E., Carpenter, T.P, Levi, L., Franke, M.L. & Empson, S. B. (2000). Children’s Mathematics: Cognitively Guided Instruction: A Guide for Workshop Leaders. Portsmouth, NH: Heinemann.
Foote, M. Q., & Lambert, R. (2011). I have a solution to share: Learning through equitable participation in a mathematics classroom. Canadian Journal of Science, Mathematics and Technology Education, 11(3), 247–260. https://doi.org/10.1080/14926156.2011.595882
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Franke, M. L., Carpenter, T., Fennema, E., Ansell, E., and Behrend, J. (1998). Understanding Teachers' Self-Sustaining, Generative Change in the Context of Professional Development. Teaching and Teacher Education, 14(1), 67-80.
Franke, M.F., Carpenter, T.P., Levi, L., Fennema, E. (2001) “Capturing Teachers’ Generative Change: A Follow-up Study of Professional Development in Mathematics. American Educational Research Journal 38 (3), 653-689.
Franke, M. L. and Kazemi, E. (2001). Learning to Teach Mathematics: Focus on Student Thinking. Theory Into Practice 40(2), 102-109.
Franke, M.L., & Kazemi, E. (2001). Teaching as learning within a community of practice: Characterizing generative growth. In T. Wood, B. Nelson, & J. Warfield (Eds.). Beyond classical pedagogy in elementary mathematics: The nature of facilitative teaching (pp. 47-74). Mahwah, NJ: Erlbaum.
Franke, M. L., Kazemi, E., & Battey, D. (2007). Understanding teaching and classroom practice in mathematics. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 225-256). Greenwich, CT: Information Age Publishers.
Franke, M., Kazemi, E., Shih, J., Biagetti, S., & Battey, D. (2005). Changing teachers’ professional work in mathematics: One school’s journey. In T.A. Romberg,T.P. Carpenter, T. P., & F. Dremock (Eds.) Understanding mathematics and science matters (pp. 209-230).Mahwah, NJ: Erlbaum.
Franke, M. L., Kazemi, E., Turrou, A. C. (2018). Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom.Portland, ME: Stenhouse.
Franke, M., Webb, N., Chan, A., Battey D., Ing, M., Freund, D., De, T. (2009). Eliciting student thinking in elementary mathematics classrooms: Practices that support understanding. Journal of Teacher Education.
Franke, M. L., Webb, N. M., Chan, A., Ing, M., Freund, D., & Battey, D. (2009). Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60(4), 364-379.
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Guarini, J. and Manseau, S. (2023). Identity Making in Kindergarten: Diego’s Story. Mathematics Learning and Teaching PK-12, 116(6) 419 - 423.
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., Oliver, A., and Human, P. (1997) A day in the life of one Cognitively Guided Instruction Classroom, in Hiebert, et. al., Making Sense: Teachers and learning mathematics with understanding. Portsmouth, NH: Heinemann.
Jacobs, V. R. & Ambrose, R. C. (2008). Making the most of story problems. Teaching Children Mathematics, 15, 260–266.
Jacobs, V. R., Ambrose, R. C., Clement, L., and Brown, D. (2006). Using Teacher-Produced Videotapes of Student Interviews as Discussion Catalysts. Teaching Children Mathematics 12(6), 276-295.
Jacobs, V. R., & Empson, S. B. (2016). Responding to children’s mathematical thinking in the moment: An emerging framework of teaching moves. ZDM–The International Journal on Mathematics Education, 48(1–2), 185–197.
Jacobs, V. R., Empson, S. B., Pynes, S., Hewitt, A., Jessup, N., & Krause, G. (in press). Responsive teaching in elementary mathematics (RTEM) project. In P. Sztajn & P. H. Wilson (Eds.), Designing professional development for mathematics learning trajectories. New York: Teachers College Press.
Jacobs, V. R., Martin, H., Ambrose, R. C., Philipp, R. A. (2014). Warning signs for taking over children’s thinking. Teaching Children Mathematics, 21, 107–113.
Iuhasz-Velez, N., (2018). Effects of Cognitively Guided Instruction professional development on teachers' ability to predict student success on mathematical tasks – toward a conceptual framework on teachers’ knowledge of their students(Doctoral dissertation).
Jacobs, V. R., Franke, M. L., Carpenter, T.P., Levi, L., & Battey, D. (2007) Professional Development Focused on Children’s Algebraic Reasoning in Elementary School. Journal for Research in Mathematics Education, May 2007
Jacobs, V. R., & Kusiak, J. (2006). Got tools? Exploring children's use of mathematics tools during problem solving. Teaching Children Mathematics, 12, 470–477.
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.
Jacobs, V. R., Lamb, L. L. C., Philipp, R. A., & Schappelle, B. P. (in press). Deciding how to respond on the basis of children's understandings. In M. G. Sherin, V. R., Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes. New York: Routledge.
Jacobs, V. R., & Philipp, R. A. (2010). Supporting children's problem solving. Teaching Children Mathematics, 17(2), 98–105.
Jacobs, V. R., & Philipp, R. A., (2004). Mathematical Thinking: Helping Prospective and Practicing Teachers Focus. Teaching Children Mathematics, 11(4), 194-201.
Jaslow, L. & Jacobs, V. (2009, Spring). Helping kindergartners make sense of numbers to 100. The Journal of Mathematics and Science: Collaborative Explorations, 11, 195–213.
Kazemi, E. (2003). Classroom practices that support children’s mathematical ideas. In C. Howes (Ed.) Teaching 4- to 8-year olds: Literacy, math, multiculturalism, and classroom community (pp. 113-134). Baltimore, MD: Brookes.
Kazemi, E. (2002). Exploring test performance in mathematics: The questions children’s answers raise. Journal of Mathematical Behavior, 21,203-224.
Kazemi, E., & Franke, M. L. (2004). Teacher Learning in Mathematics: Using Student Work to Promote Collective Inquiry. Journal of Mathematics Teachers Education, 7(3), 203-235.
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Lamb, L. L., Bishop, J. P., Philipp, R., Whitacre, I., Schappelle, B., & Lewis, M. L. (2012). Developing symbol sense for the minus sign. Mathematics Teaching in the Middle School, 18(1), 5–9.
Lamb, L. C., Philipp, R. A., Jacobs, V. R., & Schappelle, B. P. (2009). Developing teachers’ stances of inquiry: Studying teachers’ evolving perspectives. In D. Slavit, T. Holmlund Nelson, & A. Kennedy (Eds.), Perspectives on supported collaborative teacher inquiry, (pp. 16–45). New York: Taylor & Francis.
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Levi, L. (2004). Are students in a reform mathematics class ill-equipped for traditional mathematics instruction? Texas Mathematics Teacher, Spring 2004, 24 – 27.
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Philipp, R. A., & Thanheiser, E. (2010). Showing your students you care: Seeing the individual trees in the classroom forest. New England Mathematics Journal, 42 (May, 2010), 8-17.
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Turner, E., Celedon-Pattichis, S., Marshall, M. & Tennison, A. (2009). "Fíjense amorcitos, les voy a contar una historia": The Power of Story to Support Solving and Discussing Mathematical Problems among Latino/a Kindergarten Students(pp. 23-43). In D. White & J. Spitzer (Eds).Mathematics for Every Student: Responding to Diversity, Grades PreK-5 (pp. 19-42).Reston, VA: NCTM.
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Webb, N. , Franke, M., De, T, Chan A., Freund, D., Shein, P., Melkonian, D. (2009). “Explain to your Partner”: Teachers’ instructional practices and students’ dialogue in small groups. Cambridge Journal of Education.
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Whitacre, I., Bishop, J. P., Philipp, R., Lamb, L. L., & Schappelle, B. (2014). Dollars and sense: Students’ integer perspectives. Mathematics Teaching in the Middle School,20(2), 84–89.
Whitacre, I., Bishop, J. P., Lamb, L. L., Philipp, R. A., Schappelle, B. P., & Lewis, M. L. (2012). Happy and sad thoughts: An exploration of children’s integer reasoning. Journal of Mathematical Behavior, 31, 356–365.
Whitacre, I., Bouhjar, K., Bishop, J. P., Philipp, R. A., Schapelle, B. P., & Lamb, L. L. (2016). Regular numbers and mathematical worlds. For the Learning of Mathematics, 36(2), 20–25.
Whitacre, I., Lamb, L., Azuz, B., Bishop, J. P., Philipp, R. A., & Schappelle, B. P. (2017). Integer comparisons across the grades: Students’ justifications and ways of reasoning. Journal of Mathematical Behavior, 45, 47–62.
Whitacre, I., Schoen, R. C., Champagne, Z., & Goddard, A. (2017). Relational thinking: What’s the difference? Teaching Children Mathematics, 23(5), 303–308.
-Professor Elizabeth Fennema
Co-founder of CGI