McGatha, Davis, & Stokes; Research on the impact of mathematics specialists—specifically coaches—on teachers and students.
- Educating Americans for the 21st Century (1983)
- National Mathematics Advisory Panel Recommendations (2009)
- Everybody Counts (1989)
- Principles and Standards (2000)
- Adding it Up (2001)
- The Mathematical Education of Teachers (2001)
NCTM Presidential Messages
- Lott, Johnny (2003) - The Time Has Come for PreK-5 Mathematics Specialists
- Fennell, Skip (2006) - We Need Elementary School Mathematics Specialists NOW
- Shaughnessy, Mike (2010) - NCTM’s Joint Position on Elementary Math Specialists—It’s about time!
- Gojak, Linda (2013) - It’s Elementary! Rethinking the Role of the Elementary Classroom Teacher
Rapacki & Francis (2014); A teacher’s ultimately empowering experience of transitioning into an ill-defined, unanticipated leadership position.
Knapp (2017); A voice from the classroom: An autoethnographic study of a mathematics teacher's development to teacher leader.
Knowing Mathematics for Teaching: Who Knows Mathematics Well Enough to Teach Third Grade, and How Can We Decide?
Ball, Hill, & Bass (2005);
Stump (2013); Elementary and middle school teachers in a graduate class learned to use the PRIME Leadership Framework to focus on established principles, engaging with their colleagues, and specific tasks and challenges that math coaches face.
Dossey (1984); A plea is made for the mathematics education community to support the need for elementary school mathematics specialists. Roles of such specialists in primary as well as intermediate grades are listed.
What's Sophisticated about Elementary Mathematics? Plenty - That's Why Elementary Schools Need Mathematics Teachers
Reys & Fennell (2003) providing an argument for identifying and supporting mathematics specialists in elementary schools.