Recommended Reads

Teaching and Learning in Mathematics

Aguirre, J. M., Mayfield-Ingram, K., & Martin, D. B. (2013). The impact of identity in K-8 mathematics learning and teaching: Rethinking equity-based practices. Reston, VA: National Council of Teachers of Mathematics.

Boston, M. (2012). Assessing instructional quality in mathematics. The Elementary School Journal, 113(1), 76-104.

Boston, M., Dillon, F., & Smith, M. (2017) Taking action: Implementing effective teaching practices in grades 9-12. Reston, VA: National Council of Teachers of Mathematics.

Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann.

Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (2015). Children’s mathematics: Cognitively Guided Instruction, 2nd Edition. Portsmouth, NH: Heinemann.

Empson, S. B., & Levi, L. (2011). Extending children’s mathematics: Fractions and decimals, Innovations in Cognitively Guided Instruction, Portsmouth, NH: Heinemann.

Featherstone, H., Crespo, S., Jilk, L. M., Oslund, J. A., Parks, A., & Wood, M. (2011). Smarter together! Collaboration and equity in the elementary math classroom. Reston, VA: National Council of Teachers of Mathematics.

Fennell, F., Kobett, B. M., & Wray, J. A. (2017). The formative 5: Everyday assessment techniques for every math classroom. Reston, VA: National Council of Teachers of Mathematics.

Flynn, M. (2017). Beyond answers: Exploring mathematical practices with young children. Portsmouth, NH: Stenhouse.

Fosnot, C. T. (2010). Models of intervention in mathematics: Reweaving the tapestry. Reston, VA: National Council of Teachers of Mathematics.

Franke, M. L., Kazemi, E., & Turrou, A. C. (2018). Choral counting and counting collections: Transforming the PreK-5 math classroom. Portsmouth, NH: Stenhouse.

Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., Olivier, A., & Human, P. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.

Huinker, D., & Bill, V. (2017). Taking action: Implementing effective teaching practices in K- grade 5. Reston, VA: National Council of Teachers of Mathematics.

Humphreys, C., & Parker, R. (2015). Making number talks matter: Developing mathematical practices and deepening understanding, Grades 4-10. Portland, ME: Stenhouse Publishers.

Kazemi, E., & Hintz, A. (2014). Intentional talk: How to structure and lead productive mathematical discussions. Portsmouth, NH: Stenhouse.

Liljedahl, P. (2020). Building thinking classrooms in mathematics, grades K-12: 14 teaching practices for enhancing learning. Thousand Oaks, CA: Corwin.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (2014). Principles to actions. An urgent agenda for school mathematics. Reston, VA: Author.

National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell, (Eds.), Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

National Research Council. (2005). How students learn: History, mathematics, and science in the classroom. Committee on How People Learn, A Targeted Report for Teachers, M. S. Donovan and J. D. Bransford, (Eds.), Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

Parker, R., & Humphreys, C. (2018). Digging deeper: Making number talks matter even more. Portland, ME: Stenhouse Publishers.

Parrish, S. (2010). Number talks: Helping children build mental math and computation strategies, grades K-5. Sausalito, CA: Math Solutions.

Parrish, S., & Dominick, A. (2016). Number talks: Fractions, decimals, and percentages. Sausalito, CA: Math Solutions.

Smith, M., Steele, M., & Raithe, M. L. (2017). Taking action: Implementing effective teaching practices in grades 6-8. Reston, VA: National Council of Teachers of Mathematics.

Smith, M. S., & Stein, M. K. (2018). 5 practices for orchestrating productive mathematics discussions, 2nd Edition. Reston, VA: National Council of Teachers of Mathematics.

Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2009). Implementing standards-based mathematics instruction: A casebook for professional development, 2nd edition. New York: Teachers College Press.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2021). Elementary and middle school mathematics: Teaching developmentally, 10th edition. Upper Saddle River, NJ: Pearson.

Zager, T. (2017). Becoming the math teacher you wish you'd had: Ideas and strategies from vibrant classrooms. Portsmouth, NH: Stenhouse.

Leadership and Coaching

Chapman, S., Leonard, A., Burciaga, S., & Jernigan, T. (2013). A tale of three teachers. Teaching Children Mathematics, 20(3), 190-197.

Balka, D. S., Hull, T. E., & Miles, R. H. (2010). A guide to mathematics leadership: Sequencing instructional change. Thousands Oaks, CA: Corwin.

Campbell, P., Ellington, A., Haver, W., & Inge, V. (2013). The elementary mathematics specialist’s handbook. Reston, VA: National Council of Teachers of Mathematics.

Campbell, P. F., & Malkus, N. N. (2011). The impact of elementary coaches on student achievement. The Elementary School Journal, 111(3), 430-454.

Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65(1), 14-19.

Gibbons, L. K., & Cobb, P. (2017). Focusing on teacher learning opportunities to identify potentially productive coaching activities. Journal of Teacher Education, 68(4), 411-425.

Hull, T. H., Balka, D. S., & Miles, R. H. (2009). A guide to mathematics coaching: Processes for increasing student achievement. Thousands Oaks, CA: Corwin.

Felux, C. & Snowdy, P. (2006). The math coach field guide: Charting your course. Framingham, MA: Math Solutions.

Kaser, J. S., Mundry, S. E., Stiles, K .E., & and Loucks-Horsley, S. (eds.) (2006). Leading every day: 124 actions for effective leadership, 2^nd edition. Thousand Oaks, CA: Corwin.

Killion, J. (2008). Are you coaching heavy or light? Teachers Teaching Teachers, 3(8), 1-4.

McGatha, M. B., Davis, R., & Stokes, A. (2015). The impact of mathematics coaching on teachers and students, A National Council of Teachers of Mathematics Research Brief. Reston, VA: National Council of Teachers of Mathematics.

McGatha, M. B. & Bay-Williams, J. M., with Kobett, B. M. & Wray, J. A. (2018). Everything you need for mathematics coaching: Tools, plans, and a process that works for any instructional leader. Thousand Oaks, CA: Corwin.

Morse, A. (2009). Cultivating a math coaching practice: A guide for K-8 mathematics educators. Thousand Oaks, CA: Corwin.

National Council of Supervisors of Mathematics. (2008). The PRIME leadership framework: Principles and indicators for mathematics education leaders. Bloomington, IN: Solution Tree.

National Council of Supervisors of Mathematics. (2014). It's TIME: Themes and imperatives for mathematics education. Bloomington, IN: Solution Tree.

Stump, S. L. (2013). Learning to Lead/Leading to Learn. Teaching Children Mathematics, 20(3), 146-153.

Zimmermann, G., Guinee, P., Fulmore, L. M., & Murray, E. (Eds.) (2009). Empowering the mentor of the experienced mathematics teacher. Reston, VA: National Council of Teachers of Mathematics.

Zimmermann, G., Guinee, P., Fulmore, L. M., & Murray, E. (Eds.) (2009). Empowering the mentor of the beginning mathematics teacher. Reston, VA: National Council of Teachers of Mathematics.

Professional Development Resources

Croft, A., Coggshall, J. G., Dolan, M., Powers, E., & Killion, J. (2010). Job-embedded professional development: What is it, who is responsible and how to get it done well. Issue Brief April 2010. Washington, DC: National Comprehensive Center for Teacher Quality.

Doerr, H. M., Goldsmith, L. T., & Lewis, C. C. (2010). Mathematics professional development, A National Council of Teachers of Mathematics Research Brief. Reston, VA: National Council of Teachers of Mathematics.

Goldsmith, L. T., & Seago, N. M. (2013). Examining mathematics practice through classroom artifacts. Upper Saddle River, NJ: Pearson.

Kazemi, E., Gibbons, L. K., Lewis, R., Fox, A., Hintz, A. B., Kelley-Petersen, M., & Balf, R. (2018). Math Labs: Teachers, teacher educators, and school leaders learning together from their own students. Journal of Mathematics Education Leadership, 19(1), 23-36.

Loucks-Horsley, S., Stiles, K. E., Mundry, S., Love, N. & Hewson, P. W. (2009). Designing professional development for teachers of science and mathematics, 3^rd edition. Thousand Oaks, CA: Corwin.

Smith, M. S. (2001). Practice-based professional development for teachers of mathematics. Reston, VA: National Council of Teachers of Mathematics.

Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228-245.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M., with Wray, J., & Rigelman, N. (2013). Elementary and middle school mathematics: Teaching developmentally, 8th edition: Professional development edition for math coaches and other teacher leaders. Upper Saddle River, NJ: Pearson.