@article{mcculloch_lovett_dick_sherman_edgington_meagher_2020, title={Eliciting the coordination of preservice secondary mathematics teachers' definitions and concept images of function}, ISBN={1464-5211}, DOI={10.1080/0020739X.2020.1821107}, abstractNote={ABSTRACT Given the vast experiences pre-service mathematics teachers (PSMTs) have with functions, one may assume that they have existing personal definitions and concept images. The purpose of this paper is to build an understanding of the variety of images that one might associate with a definition of function that includes ‘for each input there is one output’ and how these images are coordinated with the definition to determine whether an object is a function or not. Two cases are presented to describe PSMTs who were working from the same personal definition of function, yet used that definition differently within a task designed around the function concept. The task itself was novel in that it is presented in a non-algebraic context, namely a vending machine. As such, PSMTs were required to coordinate their personal definition and images within the novel context. Attending to PSMTs’ concept images revealed that though they were working from the same personal definition, images they drew upon to determine whether or not an object is a function were varied.}, journal={INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY}, author={McCulloch, Allison W. and Lovett, Jennifer N. and Dick, Lara and Sherman, Milan and Edgington, Cyndi and Meagher, Michael}, year={2020} }
 @article{wilson_sztajn_edgington_webb_myers_2017, title={Changes in Teachers' Discourse About Students in a Professional Development on Learning Trajectories}, volume={54}, ISSN={["1935-1011"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85020541444&partnerID=MN8TOARS}, DOI={10.3102/0002831217693801}, abstractNote={This study examines teachers’ discussions in a professional development setting to understand the ways in which learning a mathematics learning trajectory may change aspects of their discourse about students as learners. Using mixed methods, we bring together two theoretical frames that use a Vygotskian perspective on learning to analyze professional discussions among 22 elementary-grade teachers participating in a yearlong, 60-hour mathematics professional development program. Results indicate that over time, some discursive patterns for explaining students’ academic performance changed to incorporate the trajectory, while others remained unaffected. Whereas this change transformed one of the patterns in a way that led to new explanations for student performance, another pattern changed only slightly and was still used to express the same explanations for performance.}, number={3}, journal={AMERICAN EDUCATIONAL RESEARCH JOURNAL}, author={Wilson, P. Holt and Sztajn, Paola and Edgington, Cyndi and Webb, Jared and Myers, Marrielle}, year={2017}, month={Jun}, pages={568–604} }
 @article{wilson_sztajn_edgington_myers_2015, title={Teachers' Uses of a Learning Trajectory in Student-Centered Instructional Practices}, volume={66}, ISSN={["1552-7816"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84930321698&partnerID=MN8TOARS}, DOI={10.1177/0022487115574104}, abstractNote={The growing national attention to students’ learning trajectories (LTs) renews the opportunity to explore the ways that teachers may use students’ thinking in their instruction. In this article, we examine teachers’ learning of two frameworks, one for students’ thinking in a particular domain and one for broad student-centered instructional practices, in the context of an elementary grades mathematics professional development setting. As a part of a retrospective analysis of a design experiment, we analyzed 19 lessons of teachers who participated in 60 hr of professional development designed to support their learning of one LT and one framework about student-centered instructional practices. Our findings describe the ways in which teachers brought together these frameworks to enact instructional practices that elicit and use students’ mathematical thinking in classroom instruction. We conclude by arguing that LTs can serve as a referent for student-centered instructional practices, bridging guidelines for student-centered instruction with domain-specific understandings of students’ thinking for teachers.}, number={3}, journal={JOURNAL OF TEACHER EDUCATION}, author={Wilson, P. Holt and Sztajn, Paola and Edgington, Cyndi and Myers, Marrielle}, year={2015}, pages={227–244} }
 @article{edgington_2014, title={Teachers' Uses of a Learning Trajectory as a Tool for Mathematics Lesson Planning}, ISBN={["978-3-319-02561-2"]}, DOI={10.1007/978-3-319-02562-9_14}, journal={RESEARCH TRENDS IN MATHEMATICS TEACHER EDUCATION}, author={Edgington, Cyndi}, year={2014}, pages={261–284} }