@inproceedings{michael_berenson_store_2009, title={Algebra one: The career gatekeeper}, volume={5}, booktitle={Pme 33: proceedings of the 33rd conference of the international group for the psychology of mathematics education, vol 5}, author={Michael, J. J. and Berenson, S. B. and Store, J. C.}, year={2009}, pages={474–474} }
 @article{layman_williams_slaten_berenson_vouk_2008, title={Addressing diverse needs through a balance of agile and plan-driven software development methodologies in the core software engineering course}, volume={24}, number={4}, journal={International Journal of Engineering Education}, author={Layman, L. and Williams, L. and Slaten, K. and Berenson, S. and Vouk, M.}, year={2008}, pages={659–670} }
 @inproceedings{droujkova_berenson_mojica_slaten_wilson_2006, title={"The most normal path": High achieving girls choosing mathematics courses}, booktitle={Pme 30: proceedings of the 30th conference of the international group for the psychology of mathematics education, vol 1,}, author={Droujkova, M. and Berenson, S. and Mojica, G. and Slaten, K. and Wilson, H.}, year={2006}, pages={247–247} }
 @inproceedings{wilson_mojica_slaten_berenson_2006, title={High school course pathways of high achieving girls}, booktitle={Pme 30: proceedings of the 30th conference of the international group for the psychology of mathematics education, vol 1,}, author={Wilson, P. H. and Mojica, G. F. and Slaten, K. M. and Berenson, S. B.}, year={2006}, pages={429–429} }
 @inproceedings{berenson_michael_vouk_2006, title={The relationship between high school mathematics and career choices among high achieving young women}, booktitle={Pme 30: proceedings of the 30th conference of the international group for the psychology of mathematics education, vol 1,}, author={Berenson, S. B. and Michael, J. J. and Vouk, M.}, year={2006}, pages={220–220} }
 @article{blanton_berenson_norwood_2001, title={Using classroom discourse to understand a prospective mathematics teacher's developing practice}, volume={17}, ISSN={["0742-051X"]}, DOI={10.1016/S0742-051X(00)00053-6}, abstractNote={This is an interpretive study of a prospective mathematics teacher's emerging practice during the professional semester. A Vygotskian (Mind in Society, Harvard University, Cambridge, MA, 1978 (Cole et al., Trans.; original work published 1934); Thought and Language, Massachusetts Institute of Technology, Cambridge, MA, 1986 (Kozulin, Trans.; original work published 1934)) perspective was used to examine the nature of classroom discourse and its role in Mary Ann's (pseudonym) development while student teaching. Results indicate that early classroom discourse mediated Mary Ann's teaching toward a traditional paradigm of giving information. Moreover, her subsequent efforts to cultivate dialogic discourse generated conflict that positioned students as mediators of her practice. Ultimately, experiencing the power and diversity of students' ideas contributed to shifts in Mary Ann's early forms of practice.}, number={2}, journal={TEACHING AND TEACHER EDUCATION}, author={Blanton, ML and Berenson, SB and Norwood, KS}, year={2001}, month={Feb}, pages={227–242} }