Paola Sztajn

Decomposing practice in teacher professional development: Examining sequences of learning activities

TEACHING AND TEACHER EDUCATION, 91.

Change in discourse dimensions in elementary classrooms of professional development participants

In A. Redmond-Sanogo & J. Cribbs (Eds.), Proceedings of the 46th annual meeting of the Research Council on Mathematics Learning (pp. 165–172). Charlotte, NC.

Design considerations for professional development involving learning trajectories

In P. Sztajn & P. H. Wilson (Eds.), Learning Trajectories for Teachers: Designing Professional Development for Mathematics Instruction (pp. 132–140). New York: Teachers’ College Press.

Discourse in Classrooms of PD Participants

In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 9–16). Pretoria, South Africa: PME.

Learning Trajectories for Teachers: Designing Professional Development for Math Instruction

New York: Teachers’ College Press.

Learning trajectories and professional development

In P. Sztajn & P. H. Wilson (Eds.), Learning Trajectories for Teachers: Designing Professional Development for Mathematics Instruction (pp. 1–14). New York: Teachers’ College Press.

Securing Funding: Getting Started

DESIGNING, CONDUCTING, AND PUBLISHING QUALITY RESEARCH IN MATHEMATICS EDUCATION, pp. 85–94.

The learning trajectory based instruction project

In P. Sztajn & P. H. Wilson (Eds.), Learning Trajectories for Teachers: Designing Professional Development for Mathematics Instruction (pp. 15–47). New York: Teachers’ College Press.

Highlighting Theory to Connect Research and Practice

Journal for Research in Mathematics Education, 49(5), 614.

Investigating sociopedagogical norms: Teachers’ discussions about own and others’ instruction

Teaching and Teacher Education, 71, 297–307.

Changes in Teachers’ Discourse About Students in a Professional Development on Learning Trajectories

American Educational Research Journal, 54(3), 568–604.

Research on mathematics professional development

In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 793–823). Reston, VA: National Council of Teachers of Mathematics.

Supporting Sense Making with Mathematical Bet Lines

Teaching Children Mathematics, 22(9), 538–545.

Translating Learning Trajectories Into Useable Tools for Teachers

Mathematics Teacher Educator, 5(1), 65.

From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction

Journal of Urban Mathematics Education, 8(2), 11–22.

Launching a Discourse-Rich Mathematics Lesson

Teaching Children Mathematics, 21(5), 276.

Learning trajectories as boundary objects in professional development settings

In K. Deswick, T. Muir, & J. Fielding-Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. Hoburt. Tasmania, Australia: PME.

Norms for discussing students’ mathematics in professional development

Journal of Mathematics Education Leadership, 16(1), 12–18.

Teachers' Positioning in Professional Development: The Case of Age and Grade

North American Chapter of the International Group for the Psychology of Mathematics Education.

Teachers’ Uses of a Learning Trajectory in Student-Centered Instructional Practices

Journal of Teacher Education, 66(3), 227–244.

Mathematics professional development as design for boundary encounters

ZDM - International Journal on Mathematics Education, 46(2), 201–212.

Teachers, Attributions, and Students’ Mathematical Work

Wilson, P. H., Edgington, C., Sztajn, P., & DeCuir-Gunby, J. (2014, May). Research Trends in Mathematics Teacher Education, pp. 115–132.

Teachers’ use of their mathematical knowledge for teaching in learning a mathematics learning trajectory

Journal of Mathematics Teacher Education, 17(2), 149–175.

Contemporary Mathematics Education: New Approaches, New Objects

Revista Alexandria: Journal of Science and Technology Education, 6(1). Retrieved from http://alexandria.ppgect.ufsc.br/en

Designing Professional Learning Tasks for Mathematics Learning Trajectories

PNA, 7(4), 135–143.

Learning trajectories and student-centered teaching practices

In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 409–416). Kiel, Germany: PME.

Mathematics Professional Development: Examining Facilitation and Discourse

North American Chapter of the International Group for the Psychology of Mathematics Education.

Mathematics professional development researchers as stakeholders

Sisyphus Journal of Education, 1(3), 246–269.

Providing professional development at scale: Recommendations from research to practice

In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. Kiel, Germany: PME.

Scaling Up Professional Development in an Era of Common State Standards

Journal of Teacher Education, 64(3), 202–211.

Teachers' Positioning of Students in Relation to Ability/Achievement in a Professional Development Setting

North American Chapter of the International Group for the Psychology of Mathematics Education.

Using design experiments to conduct research on mathematics professional development

Revista Alexandria: Journal of Science and Technology Education, 6(1), 9–34.

Designing professional learning tasks for mathematics learning trajectories

In T. Tso (Ed.), Proceedings of the thirty-sixth annual meeting of the international group for the psychology of mathematics education (Vol. 4, pp. 227–234). Taipei, Taiwan: PME36.

Learning Trajectory Based Instruction: Toward a Theory of Teaching

Educational Researcher, 41(5), 147–156.

Supporting implementation of the Common Core State Standards for Mathematics: recommendations for professional development

Raleigh: College of Education, North Carolina State University.

Teachers' Attributions for Students' Mathematical Work

North American Chapter of the International Group for the Psychology of Mathematics Education.

Conceptualizing professional development in mathematics: elements of a model

PNA: Revista De Investigación En Didáctica De La Matemática, 5(3), 83–92.

Learning Trajectories and Key Instructional Practices

North American Chapter of the International Group for the Psychology of Mathematics Education.

Olhando imagens de fortificações militares: história, matemática e formação de professores. (Looking at images of military forts: history, mathematics and teacher education)

Proceedings of XIII Conferência Interamericana de Educação Matemática, 1. Recife, Brasil: UFPE.

Standards for reporting mathematics professional development in research studies

Journal for Research in Mathematics Education, 42(3), 220–236.

Teachers' use of a learning trajectory for formative assessment

In T. S. Lamberg & L. R. Wiest (Eds.), Proceedings of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, Nevada: PME-NA.

Visualização matemática na formação inicial de professores

Proceedings of XIII Conferência Interamericana de Educação Matemática, 1. Recife, Brasil: UFPE.

Developing trusting relations in in-service education of elementary mathematics teachers

In G. Anthony & B. Grevholm (Eds.), Teachers of mathematics: Recruitment and retention, professional development and identity (pp. 167–176). Linköping: Svensk förening för matematikdidaktisk forskning (SMDF.

Conceptualizing professional development in mathematics: Elements of a model

Pme 33: proceedings of the 33rd conference of the international group for the psychology of mathematics education, vol 5, 5, 209–216.

Mathematics Teachers’ Professional Development: Processes of Learning in and from Practice

The Professional Education and Development of Teachers of Mathematics, pp. 167–183.

Caring relations in the education of practising mathematics teachers

In B. Jaworski & T. Woods (Eds.), The mathematics teacher educator as a developing professional : individuals, teams, communities and networks (pp. 299–314). Rotterdam, Netherland: Sense Publishers.

Expanding the instructional triangle: conceptualizing mathematics teacher development

Journal of Mathematics Teacher Education, 11(4), 333–341.

Focusing on Units to Support Prospective Elementary Teachers' Understanding of Division in Fractional Contexts

School Science and Mathematics, 108(1), 20–27.

Mathematics professional development for elementary teachers: Building trust within a school-based mathematics education community

Teaching and Teacher Education, 23(6), 970–984.

Mathematics teachers, reform, and equity: results from the Brazilian national assessment

Journal for Research in Mathematics Education, 38(4), 393–419.

Designing learning opportunities for mathematics teacher developers

In K. Lynch-Davis & R. L. Rider (Eds.), The Work of Mathematics Teacher Educators : Continuing the Conversation 2006 (pp. 149–162). Charlotte, NC: Information Age Publishing.

Documenting learning in school-based mathematics communities of teachers

In J. Novoná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceeding of 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 225–232). Prague, Czech Republic: Charles University.

Review of Educating for the future. Proceedings of an international symposium on mathematics teacher education

Journal of Mathematics Teacher Education, 9(4), 401–410.

Building a mathematics education community that facilitates teacher sharing in an urban elementary school

In D. E. Dougall & J. A. Ross (Eds.), Proceedings of the twenty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 977–984). Toronto: OISE/UT.

Developing trusting relations in the in-service education of elementary mathematics teachers

Presented at the 10th International Conference in Mathematics Education, Copenhagen, Denmark.

NAEP findings on the preparation and practices of mathematics teachers

In P. Kloosterman & F. K. Lester Jr (Eds.), Results and interpretations of the 1990 to 2000 mathematics assessments of the National Assessment of Educational Progress (pp. 221–267). Reston, VA: NCTM.

NAEP, TIMSS and PISA: What can we learn?

In P. Kloosterman & F. K. Lester Jr (Eds.), Results andiInterpretations of the 1990 to 2000 mathematics assessments of the National Assessment of Educational Progress (pp. 383–418). Reston, VA: NCTM.

School-Based Community of Teachers and Outcomes for Students

International Group for the Psychology of Mathematics Education.

Adapting Reform Ideas in Different Mathematics Classrooms: Beliefs beyond Mathematics.

Journal of Mathematics Teacher Education, 6(1), 53–75.

Formação docente nos surveys de avaliação educacional

Cadernos De Pesquisa, 3(118), 11–39.

O que precisa saber um professor de matemática? Uma revisão da literatura americana dos anos 90. [What does a mathematics teacher need to know? A review of the 1990s American literature]

Educação Matemática Em Revista, 11-A, 17–28.

Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, Georgia, October 26-29, 2002). Volumes 1-4.

Mathematics Reform: Looking for Insights from Nineteenth Century Events

School Science and Mathematics, 95(7), 377–383.

A Matter of Metaphors: Education as a Handmade Process.

Educational Leadership, 50(3), 35–37.