Books & Book Chapters
Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (in press). Students’ thinking about integer open number sentences. In L. Bofferding & N. M. Wessman-Enzinger (Eds.), Exploring the integer addition and subtraction landscape: Perspectives on integer thinking. Springer.
Bishop, J. P. (2016). Embracing tensions: A commentary to Mistele’s and Jacobsen’s case. In D.Y. White, S. Crespo, & M. Civil (Eds.), Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms. (pp. 275–280). Charlotte: Information Age Publishing.
Cai, J., Jiang, C., Hwang, S., Nie, B., & Hu, D. (2016). How do textbooks incorporate mathematical problem posing? An international comparative study. In P. Felmer, E. Pehkonen, & J. Kilpatrick (Eds.), Posing and solving mathematical problems: Advances and new perspectives (pp. 3-22). Springer.
Herbel-Eisenmann, B., Meaney, T., Bishop, J. P., & Heyd-Metzuyanim, E. (2017). Highlighting heritages and building tasks: A critical analysis of mathematics classroom discourse literature. In J. Cai (Ed.), Compendium for Research in Mathematics Education, (pp. 722–765). Reston, VA: National Council of Teachers of Mathematics.
Koschmann, T., Sigley, R., Zemel, A., & Maher, C. (2017). How the 'machinery' of sense-production changes over time. In S. Pekarek Doehler, J. Wagner, & E. González-Martinez (Eds.), Documenting change across time: Longitudinal studies on the organization of social interaction. New York: Palgrave Macmillan.
Marshall, J. H., & Sorto, M. A. (in press). Promising models to improve primary mathematics learning in Latin America and the Caribbean (LAC) using technology. In E. Arias Ortiz, J. Cristia, & S. Cueto (Eds.), What are the main challenges for mathematics learning in LAC? Washington, DC: Inter-American Development Bank.
McBroom, E. S., Jiang, Z., Sorto, M. A., White, A., & Dickey, E. (2016). Dynamic Approach to Teaching Geometry: A Study of Teachers’ TPACK Development. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of Research on Transforming Teacher Education in the Digital Age. Hershey, PA: IGI Global.
Melhuish, K., & Thanheiser, E. (2017). Using Formative Evaluation to Support Teachers in Increasing Student Reasoning In M. Boston (Ed.) Annual Perspectives in Mathematics Education (APME) 2017: Reflective and Collaborative Processes for Improving Mathematics Teaching and Learning. Reston, VA: National Council of Teachers of Mathematics.
Peng, A., Li, J., Nie, B., & Li, Y. (2017). Characteristics of teaching mathematical problem solving in China: Analysis of a lesson from the perspective of variation. In R. Huang & Y. Li (Eds.), Teaching and learning through variations (pp. 111-125). Rotterdam: Sense Publishers.
Sorto, M.A., Wilson, A., & White, A. (2018). Teacher knowledge and teaching practices in linguistically diverse classrooms. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues, & M. Schütte (Eds.) Language and communication in mathematics education, international perspectives. Dordrecht: Springer.
Sorto, M. A., & Bower, R. S. G. (2017). Quality of instruction in linguistically diverse classrooms It matters! In A. Fernandes, S. Crespo, & M. Civil (Eds.), Access and Equity: Promoting high quality mathematics in grades 6-8 (pp. 27-40). Reston, VA: NCTM.
Strickland, S. (2016). Who counts as a Mathematician? In White, D.Y., Crespo, S., & Civil, M. (Eds.), Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms. Reston, VA: National Council of Teachers of Mathematics.
Strickland, S., Rand, B. (2016). Learning Proof-Writing: Applying English Composition Pedagogical Strategies to Undergraduate Mathematics. In Beyond Lecture: Techniques to Improve Student Proof-Writing Across the Curriculum. Mathematical Association of America.