@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} }
 @article{hollar_norwood_1999, title={The effects of a graphing-approach intermediate algebra curriculum on students' understanding of function}, volume={30}, ISSN={["0021-8251"]}, DOI={10.2307/749612}, abstractNote={In this study, we extended O'Callaghan's computer-intensive algebra study by using his component competencies and the process-object framework to investigate the effects of a graphingapproach curriculum employing the TI-82 graphing calculator. We found that students in the graphing-approach classes demonstrated significantly better understanding of functions on all 4 subcomponents of O'Callaghan's Function Test, including the reification component, than did students in the traditional-approach classes. Additionally, no significant differences were found between the graphing-approach and traditional classes either on a final examination of traditional algebra skills or on an assessment of mathematics attitude.}, number={2}, journal={JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION}, author={Hollar, JC and Norwood, K}, year={1999}, month={Mar}, pages={220–226} }