AMATYC Vegas 2009
Handout of Useful References
General References on Mathematics Education Research
Kilpatrick, J., Martin, W. G., & Schifter, D. (Eds.). (2003). A Research Companion to Principles and
Standards for School Mathematics. Reston, VA: National Council for Teachers of
Mathematics.
Lester, F. K., Jr., & Lambdin, D. V. (2003). From amateur to professional: The emergence and
maturation of the U.S. mathematics research community. In G. M. A. Stanic & J. Kilpatrick
(Eds.), History of School Mathematics (pp. 1629-1700). Reston, VA: National Council of
Teachers of Mathematics.
Methodology
Eisenhart, M. A. (1988). The ethnographic research tradition and mathematics education research.
Journal for Research in Mathematics Education, 19(2), 99-114.
Schoenfeld, A. H. (2000). Purposes and methods of research in mathematics education. Notices of
the American Mathematical Society, 47(6), 641-649.
Steffe, L., & Thompson, P. (2000). Teaching experiment methodology: Underlying principles and
essential elements. In A. Kelly & R. Lesh (Eds.), Handbook of research design in mathematics
and science education (pp. 267-306). Mahwah, NJ: Lawrence Erlbaum Associates.
Mathematical Thinking and Proof
Harel, G., & Sowder, L. (1998). Students’ proof schemes: Results from exploratory studies. In A.
Schoenfeld, J. Kaput, & E. Dubinsky (Eds.), Research in collegiate mathematics education III
(pp. 234-283). Providence, RI: American Mathematical Society.
Rasmussen, C., Zandieh, M., King, K., & Teppo, A. (2005). Advancing mathematical activity: A
Practice-oriented view of advanced mathematical thinking. Mathematical Thinking &
Learning, 7(1), 51-73.
Selden, A., & Selden, J. (2005). Perspectives on advanced mathematical thinking. Mathematical
Thinking & Learning, 7(1), 1-13.
Weber, K., & Alcock, L. (2004). Semantic and syntactic proof productions. Educational Studies in
Mathematics, 56(2/3), 209-234.
Learning and Knowing
Gray, E., Pinto, M., Pitta, D., & Tall, D. (1999). Knowledge construction and diverging thinking in
elementary & advanced mathematics. Educational Studies in Mathematics, 38(1/3), 111133.
AMATYC Vegas 2009
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational
Researcher, 27(2), 4-13.
Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular
reference to limits and continuity. Educational Studies in Mathematics, 12(2), 151-169.
Workplace Mathematics
Schliemann, A. D., & Acioly, N. M. (1989). Mathematical knowledge developed at work: The
contribution of practice versus the contribution on schooling. Cognition and instruction,
6(3), 185-221.
Scribner, S. (1984). Studying working intelligence. In B. Rogoff & J. Lave (Eds.), Everyday Cognition:
Its Development in Social Context (pp. 9-40). Cambridge, MA: Harvard University Press.
Exponential Functions and Rate of Change
Carlson, M., Jacobs, S., Coe, E., Larsen, S., & Hsu, E. (2002). Applying covariational reasoning while
modeling dynamic events: A framework and a study. Journal of Research in Mathematics
Education, 33(5), 352-378.
Confrey, J., & Smith, E. (1994). Exponential functions, rates of change, and the multiplicative unit.
Educational Studies in Mathematics, 26, 135-164.
Thompson, P. W. (1994c). The development of the concept of speed and its relationship to concepts
of rate. In G. Harel & J. Confrey (Eds.), The development of multiplicative reasoning in the
learning of mathematics (pp. 179-234). Albany, NY: SUNY Press.
Thompson, P. W., & Saldanha, L. (2003). Fractions and multiplicative reasoning. In J. Kilpatrick, G.
Martin & D. Schifter (Eds.), Research companion to the principles and standards for school
mathematics (pp. 95-114). Reston, VA: National Council of Teachers of Mathematics.
RMETYC Info
http://research.amatyc.org/
Presenters
April Strom (Chair), Scottsdale CC, april.strom@sccmail.maricopa.edu
Mark Yannotta, Clackamas CC, marky@clackamas.edu
Ann Sitomer, Portland CC, asitomer@pdx.edu
Amy Volpe, Glendale CC, amy.volpe@gcmail.maricopa.edu