@book{sztajn_heck_malzahn_2021, place={Thousand Oaks, California}, title={Activating math talk : 11 purposeful techniques for your elementary students}, publisher={Corwin}, author={Sztajn, Paola and Heck, Daniel and Malzahn, Kristen}, year={2021} }
 @article{carter_mundorff_risien_bouwma-gearhart_bratsch-prince_brown_campbell_hartman_hasemann_hollenbeck_et al._2021, title={Innovation, entrepreneurship, promotion, and tenure}, volume={373}, ISSN={["1095-9203"]}, DOI={10.1126/science.abj2098}, abstractNote={Academic incentives must reward broader societal impacts}, number={6561}, journal={SCIENCE}, author={Carter, Rich G. and Mundorff, Karl and Risien, Julie and Bouwma-Gearhart, Jana and Bratsch-Prince, Dawn and Brown, Sandra A. and Campbell, Almesha L. and Hartman, Joseph C. and Hasemann, Charles A. and Hollenbeck, Peter J. and et al.}, year={2021}, month={Sep}, pages={1312-+} }
 @article{sztajn_heck_malzahn_dick_2020, title={Decomposing practice in teacher professional development: Examining sequences of learning activities}, volume={91}, ISSN={["0742-051X"]}, DOI={10.1016/j.tate.2020.103039}, abstractNote={• Levels of decomposition of practice is useful for retrospective analysis of professional development design. • The organization, technique, domain sequence may be useful for supporting professional development design. • Retrospective analysis of the design of successful professional development using specific theoretical lenses should occur.}, journal={TEACHING AND TEACHER EDUCATION}, author={Sztajn, Paola and Heck, Daniel and Malzahn, Kristen A. and Dick, Lara K.}, year={2020}, month={May} }
 @article{sztajn_dick_alnizami_heck_malzahn_2020, title={CONTROLLED IMPLEMENTATIONS}, ISBN={["978-90-04-41897-4", "978-90-04-41895-0"]}, DOI={10.1163/9789004418967_011}, journal={INTERNATIONAL HANDBOOK OF MATHEMATICS TEACHER EDUCATION, VOL 2: TOOLS AND PROCESSES IN MATHEMATICS TEACHER EDUCATION, 2ND EDITION}, author={Sztajn, Paola and Dick, Lara and Alnizami, Reema and Heck, Dan and Malzahn, Kristen}, year={2020}, pages={285–309} }
 @inproceedings{alnizami_thorp_sztajn_2019, place={Charlotte, NC}, title={Change in discourse dimensions in elementary classrooms of professional development participants}, booktitle={Proceedings of the 46th annual meeting of the Research Council on Mathematics Learning}, author={Alnizami, R. and Thorp, A. and Sztajn, P.}, editor={Redmond-Sanogo, A. and Cribbs, J.Editors}, year={2019}, pages={165–172} }
 @inbook{wilson_sztajn_2019, place={New York}, title={Design considerations for professional development involving learning trajectories}, booktitle={Learning Trajectories for Teachers: Designing Professional Development for Mathematics Instruction}, publisher={Teachers’ College Press}, author={Wilson, P.H. and Sztajn, P.}, editor={Sztajn, P. and Wilson, P.H.Editors}, year={2019}, pages={132–140} }
 @inproceedings{alnizami_thorp_sztajn_2019, place={Pretoria, South Africa}, title={Discourse in Classrooms of PD Participants}, volume={2}, booktitle={Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education}, publisher={PME}, author={Alnizami, R. and Thorp, A. and Sztajn, P.}, editor={Graven, M. and Venkat, H. and Essien, A.A. and Vale, P.Editors}, year={2019}, pages={9–16} }
 @book{sztajn_wilson_2019, place={New York}, title={Learning Trajectories for Teachers: Designing Professional Development for Math Instruction}, publisher={Teachers’ College Press}, author={Sztajn, P. and Wilson, P.H.}, year={2019} }
 @inbook{sztajn_wilson_2019, place={New York}, title={Learning trajectories and professional development}, booktitle={Learning Trajectories for Teachers: Designing Professional Development for Mathematics Instruction}, publisher={Teachers’ College Press}, author={Sztajn, P. and Wilson, P.H.}, editor={Sztajn, P. and Wilson, P.H.Editors}, year={2019}, pages={1–14} }
 @article{sztajn_2019, title={Securing Funding: Getting Started}, ISBN={["978-3-030-23504-8"]}, DOI={10.1007/978-3-030-23505-5_6}, abstractNote={In this chapter I provide insights on grant writing. The chapter is written for junior faculty members who want to become more competitive when preparing proposals for external funding. It is guided by the premise that junior faculty members should find funding opportunities to support the work they want to do. I first address the grant review process and invite readers to think about who their audience is. Then I discuss the grant-writing process, helping readers understand that grants are not journal articles; these are different genres that require different kinds of rhetoric.}, journal={DESIGNING, CONDUCTING, AND PUBLISHING QUALITY RESEARCH IN MATHEMATICS EDUCATION}, author={Sztajn, Paola}, year={2019}, pages={85–94} }
 @inbook{sztajn_edgington_wilson_webb_myers_2019, place={New York}, title={The learning trajectory based instruction project}, booktitle={Learning Trajectories for Teachers: Designing Professional Development for Mathematics Instruction}, publisher={Teachers’ College Press}, author={Sztajn, P. and Edgington, C. and Wilson, P.H. and Webb, J. and Myers, M.}, editor={Sztajn, P. and Wilson, P.H.Editors}, year={2019}, pages={15–47} }
 @article{sztajn_tauber_vargas_2018, title={Highlighting Theory to Connect Research and Practice}, volume={49}, DOI={10.5951/jresematheduc.49.5.0614}, abstractNote={What role should educational research play in practice and vice versa? What is the role of theory in connecting research and practice? These are some of the questions that readers are invited to consider in Research for Educational Change: Transforming Researchers' Insights Into Improvement in Mathematics Teaching and Learning. Using a novel approach, this book brings these questions to the foreground and examines the links among research, practice, and theory in mathematics education.}, number={5}, journal={Journal for Research in Mathematics Education}, publisher={National Council of Teachers of Mathematics}, author={Sztajn, Paola and Tauber, Mona and Vargas, Ana Patricia Maroto}, year={2018}, pages={614} }
 @article{dick_sztajn_white_heck_2018, title={Investigating sociopedagogical norms: Teachers' discussions about own and others' instruction}, volume={71}, ISSN={["0742-051X"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85044624140&partnerID=MN8TOARS}, DOI={10.1016/j.tate.2018.01.004}, abstractNote={• Sociopedagogical norms are participation patterns when talking about instruction. • Sociopedagogical norms are as important as social or sociomathematical norms. • Sociopedagogical norms should be considered when designing professional development. • Sociopedagogical norms can differ for discussions of own versus others' instruction.}, journal={TEACHING AND TEACHER EDUCATION}, author={Dick, Lara K. and Sztajn, Paola and White, Tracy Foote and Heck, Daniel J.}, year={2018}, month={Apr}, pages={297–307} }
 @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} }
 @inbook{sztajn_borko_smith_2017, place={Reston, VA}, title={Research on mathematics professional development}, booktitle={Compendium for Research in Mathematics Education}, publisher={National Council of Teachers of Mathematics}, author={Sztajn, P. and Borko, H. and Smith, T.}, editor={Cai, J.Editor}, year={2017}, pages={793–823} }
 @article{dick_white_trocki_sztajn_heck_herrema_2016, title={Supporting Sense Making with Mathematical Bet Lines}, volume={22}, url={http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue9/Supporting-Sense-Making-with-Mathematical-Bet-Lines/}, DOI={10.5951/teacchilmath.22.9.0538}, abstractNote={This discourse strategy helps students understand story problems by revealing the task in stages and having learners adjust their predictions.}, number={9}, journal={Teaching Children Mathematics}, publisher={National Council of Teachers of Mathematics}, author={Dick, Lara and White, Tracy Foote and Trocki, Aaron and Sztajn, Paola and Heck, Daniel and Herrema, Kate}, year={2016}, pages={538} }
 @article{edgington_wilson_sztajn_webb_2016, title={Translating Learning Trajectories Into Useable Tools for Teachers}, volume={5}, DOI={10.5951/mathteaceduc.5.1.0065}, abstractNote={Mathematics teacher educators play a critical role in translating research findings into frameworks that are useful for mathematics teachers in their daily practice. In this article, we describe the development of a representation that brings together four research-based learning trajectories on number and operations. We detail our design process, present the ways in which we shared this representation with teachers during a professional development project, and provide evidence of the ways teachers used this translation of research into a pedagogical tool to make sense of students' mathematics. We conclude with revisions to the representation based on our analysis and discuss the role of mathematics teacher educators in translating research findings into useful tools for teachers.}, number={1}, journal={Mathematics Teacher Educator}, publisher={National Council of Teachers of Mathematics}, author={Edgington, Cyndi and Wilson, P. Holt and Sztajn, Paola and Webb, Jared}, year={2016}, pages={65} }
 @article{myers_sztajn_wilson_edgington_2015, title={From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction}, volume={8}, url={https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1086179&site=ehost-live&scope=site}, number={2}, journal={Journal of Urban Mathematics Education}, author={Myers, Marrielle and Sztajn, Paola and Wilson, P. Holt and Edgington, Cyndi}, year={2015}, pages={11–22} }
 @inproceedings{edgington_wilson_webb_sztajn_2015, place={Tasmania, Australia}, title={Learning trajectories as boundary objects in professional development settings}, booktitle={Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. Hoburt}, publisher={PME}, author={Edgington, C. and Wilson, P.H. and Webb, J. and Sztajn, P.}, editor={Deswick, Kim and Muir, Tracey and Fielding-Wells, JillEditors}, year={2015} }
 @article{edgington_sztajn_wilson_myers_webb_2015, title={Norms for discussing students’ mathematics in professional development}, volume={16}, number={1}, journal={Journal of Mathematics Education Leadership}, author={Edgington, C. and Sztajn, P. and Wilson, P.H. and Myers, M. and Webb, J.}, year={2015}, pages={12–18} }
 @article{wilson_edgington_webb_sztajn_2015, title={Teachers' Positioning in Professional Development: The Case of Age and Grade}, url={https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED584337&site=ehost-live&scope=site}, publisher={North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Wilson, P. Holt and Edgington, Cyndi and Webb, Jared and Sztajn, Paola}, year={2015} }
 @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{trocki_taylor_starling_sztajn_heck_2015, title={Launching a Discourse-Rich Mathematics Lesson}, volume={21}, DOI={10.5951/teacchilmath.21.5.0276}, abstractNote={Adapted from literacy instruction for use in mathematics, the think-aloud strategy models mathematical thinking.}, number={5}, journal={Teaching Children Mathematics}, publisher={National Council of Teachers of Mathematics}, author={Trocki, Aaron and Taylor, Christine and Starling, Tina and Sztajn, Paola and Heck, Daniel}, year={2015}, pages={276} }
 @article{wilson_edgington_sztajn_decuir-gunby_2014, title={Teachers, Attributions, and Students’ Mathematical Work}, DOI={10.1007/978-3-319-02562-9_7}, journal={Research Trends in Mathematics Teacher Education}, publisher={Springer International Publishing}, author={Wilson, P. Holt and Edgington, Cyndi and Sztajn, Paola and DeCuir-Gunby, Jessica}, year={2014}, month={May}, pages={115–132} }
 @article{flores_duarte_sztajn_2013, place={Florianopolis, Brazil}, title={Contemporary Mathematics Education: New Approaches, New Objects}, volume={6}, url={http://alexandria.ppgect.ufsc.br/en}, number={1}, journal={Revista Alexandria: Journal of Science and Technology Education}, author={Flores, C. and Duarte, C. and Sztajn, P.}, year={2013} }
 @article{wilson_sztajn_edgington_2013, title={Designing Professional Learning Tasks for Mathematics Learning Trajectories}, volume={7}, url={https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1057191&site=ehost-live&scope=site}, number={4}, journal={PNA}, author={Wilson, P. Holt and Sztajn, Paola and Edgington, Cyndi}, year={2013}, pages={135–143} }
 @inproceedings{wilson_sztajn_edgington_myers_decuir-gunby_2013, place={Kiel, Germany}, title={Learning trajectories and student-centered teaching practices}, volume={4}, booktitle={Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education}, publisher={PME}, author={Wilson, P.H. and Sztajn, P. and Edgington, C. and Myers, M. and DeCuir-Gunby, J.}, editor={Lindmeier, A.M. and Heinze, A.Editors}, year={2013}, pages={409–416} }
 @article{starling_trocki_sztajn_2013, title={Mathematics Professional Development: Examining Facilitation and Discourse}, url={https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED584604&site=ehost-live&scope=site}, publisher={North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Starling, Tina and Trocki, Aaron and Sztajn, Paola}, year={2013} }
 @article{sztajn_wilson_edgington_myers_2014, title={Mathematics professional development as design for boundary encounters}, volume={46}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84898725483&partnerID=MN8TOARS}, DOI={10.1007/s11858-013-0560-0}, number={2}, journal={ZDM - International Journal on Mathematics Education}, author={Sztajn, P. and Wilson, P.H. and Edgington, C. and Myers, M.}, year={2014}, pages={201–212} }
 @article{sztajn_2013, title={Mathematics professional development researchers as stakeholders}, volume={1}, number={3}, journal={Sisyphus Journal of Education}, author={Sztajn, P.}, year={2013}, pages={246–269} }
 @inproceedings{sztajn_marrongelle_smith_2013, place={Kiel, Germany}, title={Providing professional development at scale: Recommendations from research to practice}, booktitle={Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education}, publisher={PME}, author={Sztajn, P. and Marrongelle, K. and Smith, M.}, editor={Lindmeier, A.M. and Heinze, A.Editors}, year={2013} }
 @article{marrongelle_sztajn_smith_2013, title={Scaling Up Professional Development in an Era of Common State Standards}, volume={64}, ISSN={["1552-7816"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84875972392&partnerID=MN8TOARS}, DOI={10.1177/0022487112473838}, abstractNote={We describe the process and outcomes of a project aimed at bringing together a set of diverse experts to generate a set of design recommendations for what should be considered when creating, sustaining, and assessing professional development systems to support the Common Core State Standards in mathematics. Although the recommendations were generated in mathematics, the underlying guiding principles for professional development are generalizable to other disciplines. As such, we discuss implications for professional development more broadly.}, number={3}, journal={JOURNAL OF TEACHER EDUCATION}, author={Marrongelle, Karen and Sztajn, Paola and Smith, Margaret}, year={2013}, pages={202–211} }
 @article{myers_edgington_wilson_sztajn_2013, title={Teachers' Positioning of Students in Relation to Ability/Achievement in a Professional Development Setting}, url={https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED584600&site=ehost-live&scope=site}, publisher={North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Myers, Marrielle and Edgington, Cynthia and Wilson, P. Holt and Sztajn, Paola}, year={2013} }
 @article{wilson_sztajn_edgington_confrey_2014, title={Teachers’ use of their mathematical knowledge for teaching in learning a mathematics learning trajectory}, volume={17}, ISSN={1386-4416 1573-1820}, url={http://dx.doi.org/10.1007/S10857-013-9256-1}, DOI={10.1007/s10857-013-9256-1}, number={2}, journal={Journal of Mathematics Teacher Education}, publisher={Springer Science and Business Media LLC}, author={Wilson, P. Holt and Sztajn, Paola and Edgington, Cyndi and Confrey, Jere}, year={2014}, month={Apr}, pages={149–175} }
 @article{sztajn_wilson_edgington_myers_dick_2013, title={Using design experiments to conduct research on mathematics professional development}, volume={6}, number={1}, journal={Revista Alexandria: Journal of Science and Technology Education}, author={Sztajn, P. and Wilson, P.H. and Edgington, C. and Myers, M. and Dick, L.}, year={2013}, pages={9–34} }
 @inproceedings{wilson_sztajn_edgington_2012, place={Taipei, Taiwan}, title={Designing professional learning tasks for mathematics learning trajectories}, volume={4}, booktitle={Proceedings of the thirty-sixth annual meeting of the international group for the psychology of mathematics education}, publisher={PME36}, author={Wilson, P.H. and Sztajn, P. and Edgington, P.}, editor={Tso, T.Editor}, year={2012}, pages={227–234} }
 @article{sztajn_confrey_wilson_edgington_2012, title={Learning Trajectory Based Instruction: Toward a Theory of Teaching}, volume={41}, ISSN={["1935-102X"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84862614483&partnerID=MN8TOARS}, DOI={10.3102/0013189x12442801}, abstractNote={ In this article, we propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). We define learning trajectory based instruction (LTBI) as teaching that uses students’ LTs as the basis for instructional decisions. We use mathematics as the context for our argument, first examining current research on LTs and then examining emerging research on how mathematics teachers use LTs to support their teaching. We consider how LTs provide specificity to four highly used frameworks for examining mathematics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment. We contend that by unifying various teaching frameworks around the science of LTs, LTBI begins to define a theory of teaching organized around and grounded in research on student learning. Thus, moving from the accumulation of various frameworks into a reorganization of the frameworks, LTBI provides an integrated explanatory framework for teaching. }, number={5}, journal={EDUCATIONAL RESEARCHER}, author={Sztajn, Paola and Confrey, Jere and Wilson, P. Holt and Edgington, Cynthia}, year={2012}, pages={147–156} }
 @book{sztajn_marrongelle_smith_melton_2012, place={Raleigh}, title={Supporting implementation of the Common Core State Standards for Mathematics: recommendations for professional development}, publisher={College of Education, North Carolina State University}, author={Sztajn, P. and Marrongelle, K. and Smith, P. and Melton, B.}, year={2012} }
 @article{sztajn_wilson_decuir-gunby_edgington_2012, title={Teachers' Attributions for Students' Mathematical Work}, url={https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED585043&site=ehost-live&scope=site}, publisher={North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Sztajn, Paola and Wilson, P. Holt and DeCuir-Gunby, Jessica and Edgington, Cyndi}, year={2012} }
 @article{sztajn_campbell_yoon_2011, title={Conceptualizing professional development in mathematics: elements of a model}, volume={5}, number={3}, journal={PNA: Revista de Investigación en Didáctica de la Matemática}, author={Sztajn, P. and Campbell, M.P. and Yoon, K.S.}, year={2011}, pages={83–92} }
 @article{sztajn_wilson_edgington_confrey_2011, title={Learning Trajectories and Key Instructional Practices}, url={https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED586015&site=ehost-live&scope=site}, publisher={North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Sztajn, Paola and Wilson, P. Holt and Edgington, Cyndi and Confrey, Jere}, year={2011} }
 @inproceedings{flores_sztajn_2011, place={Recife, Brasil}, title={Olhando imagens de fortificações militares: história, matemática e formação de professores. (Looking at images of military forts: history, mathematics and teacher education)}, volume={1}, booktitle={Proceedings of XIII Conferência Interamericana de Educação Matemática}, publisher={UFPE}, author={Flores, C.R. and Sztajn, P.}, year={2011} }
 @article{sztajn_2011, title={Standards for Reporting Mathematics Professional Development in Research Studies}, volume={42}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-79957533983&partnerID=MN8TOARS}, DOI={10.5951/jresematheduc.42.3.0220}, abstractNote={This Research Commentary addresses the need for standards for describing mathematics professional development in mathematics education research reports. Considering that mathematics professional development is an emerging research field, it is timely to set expectations for what constitutes high-quality reporting in this field. Through an examination of the research reports on the topic published in the Journal for Research in Mathematics Education during the past decade, I offer a framework and a set of features to be used in initiating discussions about pros and cons of having reporting standards. I contend that when researchers have standards for describing the mathematics professional development they are studying, better quality will be attained in the new research field.}, number={3}, journal={Journal for Research in Mathematics Education}, publisher={National Council of Teachers of Mathematics}, author={Sztajn, Paola}, year={2011}, pages={220} }
 @inproceedings{edgington_sztajn_wilson_confrey_2011, place={Reno, Nevada}, title={Teachers' use of a learning trajectory for formative assessment}, booktitle={Proceedings of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={PME-NA}, author={Edgington, C. and Sztajn, P. and Wilson, P.H. and Confrey, J.}, editor={Lamberg, T.S. and Wiest, L.R.Editors}, year={2011} }
 @inproceedings{buratto_flores_sztajn_2011, place={Recife, Brasil}, title={Visualização matemática na formação inicial de professores}, volume={1}, booktitle={Proceedings of XIII Conferência Interamericana de Educação Matemática}, publisher={UFPE}, author={Buratto, I.C.F. and Flores, C.R. and Sztajn, P.}, year={2011} }
 @inbook{sztajn_white_hackenberg_allexsaht-snider_2010, place={Linköping}, series={Skrifter från Svensk förening för matematikdidaktisk forskning}, title={Developing trusting relations in in-service education of elementary mathematics teachers}, ISBN={9789197393478}, booktitle={Teachers of mathematics: Recruitment and retention, professional development and identity}, publisher={Svensk förening för matematikdidaktisk forskning (SMDF}, author={Sztajn, P. and White, D.Y. and Hackenberg, A. and Allexsaht-Snider, M.}, editor={Anthony, G. and Grevholm, B.Editors}, year={2010}, pages={167–176}, collection={Skrifter från Svensk förening för matematikdidaktisk forskning} }
 @inproceedings{sztajn_campbell_yoon_2009, title={Conceptualizing professional development in mathematics: Elements of a model}, volume={5}, booktitle={Pme 33: proceedings of the 33rd conference of the international group for the psychology of mathematics education, vol 5}, author={Sztajn, P. and Campbell, M. P. and Yoon, K. S.}, year={2009}, pages={209–216} }
 @inbook{sztajn_2008, place={Rotterdam, Netherland}, series={International Handbook of Mathematics Teacher Education}, title={Caring relations in the education of practising mathematics teachers}, ISBN={9781281972002}, booktitle={The mathematics teacher educator as a developing professional : individuals, teams, communities and networks}, publisher={Sense Publishers}, author={Sztajn, P.}, editor={Jaworski, B. and Woods, T.Editors}, year={2008}, pages={299–314}, collection={International Handbook of Mathematics Teacher Education} }
 @article{nipper_sztajn_2008, title={Expanding the instructional triangle: conceptualizing mathematics teacher development}, volume={11}, ISSN={1386-4416 1573-1820}, url={http://dx.doi.org/10.1007/s10857-008-9082-z}, DOI={10.1007/s10857-008-9082-z}, number={4}, journal={Journal of Mathematics Teacher Education}, publisher={Springer Science and Business Media LLC}, author={Nipper, Kelli and Sztajn, Paola}, year={2008}, month={Jun}, pages={333–341} }
 @article{lee_sztajn_2008, title={Focusing on Units to Support Prospective Elementary Teachers' Understanding of Division in Fractional Contexts}, volume={108}, url={http://ssmj.tamu.edu/}, DOI={10.1111/j.1949-8594.2008.tb17936.x}, abstractNote={This theoretical paper proposes a way to extend the partitive and measurement interpretations of whole number division to fractional contexts focusing on the issue of units. We define the unit‐changing and unit‐keeping interpretations for division and suggest a stronger and earlier focus on the concept of units in courses for prospective elementary teachers. As we highlight the importance of the concept of unit, we use the proposed interpretations in the analysis of one example that emerged in our methods course, discuss the idea of inverting and multiplying, and suggest implications for teacher education.}, number={1}, journal={School Science and Mathematics}, publisher={Wiley}, author={Lee, Hyung Sook and Sztajn, Paola}, year={2008}, month={Jan}, pages={20–27} }
 @article{matos_powell_sztajn_ejersbø_hovermill_matos_2009, title={Mathematics Teachers’ Professional Development: Processes of Learning in and from Practice}, DOI={10.1007/978-0-387-09601-8_19}, abstractNote={In this chapter we claim that many of the changes and current approaches to professional development reflect not only educational changes but also a significant change in our understanding of what constitutes learning. New approaches to learning lead to new organization of professional development initiatives for teachers, and the move from an acquisition to a participation metaphor brings changes to the ways in which the professional development of mathematics teachers is conceived and implemented. In contrast to the training model of professional development, we characterize the practice-based model as focused primarily on expanding teachers' participation in the practices of what constitutes teaching.}, journal={The Professional Education and Development of Teachers of Mathematics}, publisher={Springer US}, author={Matos, João Filipe and Powell, Arthur and Sztajn, Paola and Ejersbø, L. and Hovermill, J. and Matos, Joã Filipe}, year={2009}, pages={167–183} }
 @article{franco_sztajn_ortigão_2007, title={Mathematics teachers, reform, and equity: results from the Brazilian national assessment}, volume={38}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-34447524006&partnerID=MN8TOARS}, number={4}, journal={Journal for Research in Mathematics Education}, author={Franco, C. and Sztajn, P. and Ortigão, M.I.R.}, year={2007}, pages={393–419} }
 @inbook{sztajn_ball_mcmahon_2006, place={Charlotte, NC}, series={The AMTE Monograph Series}, title={Designing learning opportunities for mathematics teacher developers}, ISBN={9781623969462 9781623969417}, booktitle={The Work of Mathematics Teacher Educators : Continuing the Conversation 2006}, publisher={Information Age Publishing}, author={Sztajn, P. and Ball, D.L. and McMahon, T.A.}, editor={Lynch-Davis, K. and Rider, R.L.Editors}, year={2006}, pages={149–162}, collection={The AMTE Monograph Series} }
 @inproceedings{sztajn_2006, place={Prague, Czech Republic}, title={Documenting learning in school-based mathematics communities of teachers}, volume={5}, booktitle={Proceeding of 30th Conference of the International Group for the Psychology of Mathematics Education}, publisher={Charles University}, author={Sztajn, P.}, editor={Novoná, J. and Moraová, H. and Krátká, M. and Stehlíková, N.Editors}, year={2006}, pages={225–232} }
 @article{sztajn_hackenberg_white_allexsaht-snider_2007, title={Mathematics professional development for elementary teachers: Building trust within a school-based mathematics education community}, volume={23}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-34447124607&partnerID=MN8TOARS}, DOI={10.1016/j.tate.2006.04.023}, abstractNote={Despite increased attention in professional development to building communities of teachers, few studies have investigated the development of trust in these communities. This paper presents issues related to trust in a professional development project at an elementary school. The project aimed for school-based elementary teachers and university-based mathematics educators to work together to improve mathematics instruction at the school by developing a mathematics education community of learners, where learners were conceived of as both the teachers and the mathematics educators. This paper addresses the following question: What factors in the project supported the development of trust among mathematics educators and teachers as the community was formed? More specifically, the paper is about one aspect of trust, namely, building school-based elementary teachers' trust in the university-based mathematics educators. We point to three factors that helped the development of trust and we use care theory to further understand and discuss these factors in the context of in-service teacher education initiatives.}, number={6}, journal={Teaching and Teacher Education}, author={Sztajn, P. and Hackenberg, A.J. and White, D.Y. and Allexsaht-Snider, M.}, year={2007}, pages={970–984} }
 @article{sztajn_2006, title={Review of Educating for the future. Proceedings of an international symposium on mathematics teacher education}, volume={9}, ISSN={1386-4416 1573-1820}, url={http://dx.doi.org/10.1007/s10857-006-9011-y}, DOI={10.1007/s10857-006-9011-y}, number={4}, journal={Journal of Mathematics Teacher Education}, publisher={Springer Science and Business Media LLC}, author={Sztajn, Paola}, year={2006}, month={Aug}, pages={401–410} }
 @inproceedings{white_sztajn_alexsaht-snider_hackenberg_2004, place={Toronto}, title={Building a mathematics education community that facilitates teacher sharing in an urban elementary school}, booktitle={Proceedings of the twenty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={OISE/UT}, author={White, D.Y. and Sztajn, P. and Alexsaht-Snider, M. and Hackenberg, A.}, editor={Dougall, D.E. and Ross, J.A.Editors}, year={2004}, pages={977–984} }
 @inproceedings{sztajn_white_hackenberg_alexsaht-snider_2004, title={Developing trusting relations in the in-service education of elementary mathematics teachers}, author={Sztajn, P. and White, D.Y. and Hackenberg, A. and Alexsaht-Snider, M.}, year={2004} }
 @inbook{grouws_smith_sztajn_2004, place={Reston, VA}, title={NAEP findings on the preparation and practices of mathematics teachers}, booktitle={Results and interpretations of the 1990 to 2000 mathematics assessments of the National Assessment of Educational Progress}, publisher={NCTM}, author={Grouws, D. and Smith, M. and Sztajn, P.}, editor={Kloosterman, P. and Lester, F.K., JrEditors}, year={2004}, pages={221–267} }
 @inbook{sztajn_anthony_chae_erbas_hembree_keum_klerlein_tunc-pekkan_2004, place={Reston, VA}, title={NAEP, TIMSS and PISA: What can we learn?}, booktitle={Results andiInterpretations of the 1990 to 2000 mathematics assessments of the National Assessment of Educational Progress}, publisher={NCTM}, author={Sztajn, P. and Anthony, H. and Chae, J. and Erbas, A.K. and Hembree, D. and Keum, J. and Klerlein, J. and Tunc-Pekkan, Z.}, editor={Kloosterman, P. and Lester, F.K., JrEditors}, year={2004}, pages={383–418} }
 @article{sztajn_alexsaht-snider_white_hackenberg_2004, title={School-Based Community of Teachers and Outcomes for Students}, url={https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED489652&site=ehost-live&scope=site}, publisher={International Group for the Psychology of Mathematics Education}, author={Sztajn, Paola and Alexsaht-Snider, Martha and White, Dorothy Y. and Hackenberg, Amy}, year={2004} }
 @article{sztajn_2003, title={Adapting Reform Ideas in Different Mathematics Classrooms: Beliefs beyond Mathematics.}, volume={6}, url={https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ665211&site=ehost-live&scope=site}, number={1}, journal={Journal of Mathematics Teacher Education}, author={Sztajn, Paola}, year={2003}, pages={53–75} }
 @article{sztajn_bonamino_franco_2003, title={Formação docente nos surveys de avaliação educacional}, volume={3}, ISSN={0100-1574}, url={http://dx.doi.org/10.1590/s0100-15742003000100002}, DOI={10.1590/s0100-15742003000100002}, abstractNote={Este artigo analisa questionários aplicados a professores durante pesquisas de avaliação do rendimento do aluno, com o objetivo de compreender como tais instrumentos têm incorporado os achados dos estudos qualitativos sobre formação docente. Ao longo do texto, explicitamos o método de trabalho utilizado, delimitamos a parcela da literatura sobre formação de professores priorizada como referencial e indicamos o processo por nós percorrido na definição dos construtos de análise. A seguir, apresentamos e definimos esses construtos, utilizando seus indicadores no exame dos questionários do professor utilizados pelo Saeb e por dois outros surveys norte-americanos. Finalmente, apresentamos uma análise comparativa dos diversos instrumentos, indicando como eles se modificaram ao longo dos anos e como contemplaram a crescente compreensão que existe acerca do saber docente, ou deixaram de fazê-lo.}, number={118}, journal={Cadernos de Pesquisa}, publisher={FapUNIFESP (SciELO)}, author={Sztajn, Paola and Bonamino, Alicia and Franco, Creso}, year={2003}, month={Mar}, pages={11–39} }
 @article{sztajn_2002, title={Celebrating 100 with number sense}, volume={9}, number={4}, journal={Teaching Children Mathematics}, author={Sztajn, P.}, year={2002}, pages={212–217} }
 @inproceedings{sztajn_2002, place={Columbus, OH}, title={Changes in mathematics teaching: A career perspective}, booktitle={Proceedings of the twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={ERIC Clearinghouse}, author={Sztajn, P.}, editor={Mewborn, D. and Sztajn, P. and White, D. and Wiegel, H. and Bryant, R. and Nooney, K.Editors}, year={2002}, pages={1567–1577} }
 @inproceedings{sztajn_2002, place={Norwich, England}, title={Changes in mathematics teaching: Learning with an experienced elementary teacher}, volume={4}, booktitle={Proceedings of the twenty-sixth annual meeting of the International Group for the Psychology of Mathematics Education}, publisher={University of East Anglia}, author={Sztajn, P.}, editor={Cockburn, A.D. and Nardi, E.Editors}, year={2002}, pages={257–264} }
 @article{sztajn_2002, title={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]}, volume={11-A}, journal={Educação Matemática em Revista}, author={Sztajn, P.}, year={2002}, pages={17–28} }
 @article{mewborn_sztajn_white_wiegel_bryant_nooney_mathematics education. north american chapter._science_environmental education_oh._2002, title={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.}, url={https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED471747&site=ehost-live&scope=site}, author={Mewborn, Denise S. and Sztajn, Paola and White, Dorothy Y. and Wiegel, Heide G. and Bryant, Robyn L. and Nooney, Kevin and Mathematics Education. North American Chapter., International Group and Science, Mathematics and Environmental Education, Columbus and OH.}, year={2002} }
 @book{mewborn_sztajn_white_wiegel_bryant_nooney_2002, place={Columbus, OH}, title={Proceedings of the twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, volume={1-4}, publisher={ERIC Clearinghouse}, year={2002} }
 @inproceedings{sztajn_2001, place={Vila Real, Portugal}, title={A utilização de recursos didáticos por experientes professoras da séries iniciais: entendendo o saber de quem ensina matemática. [The use of teaching resources by experienced elementary teachers: understanding mathematics teachers’ knowledge]}, booktitle={Actas do ProfMat 2001}, publisher={Associação de Professores de Matemática}, author={Sztajn, P.}, editor={Lopes, I. and Silva, J. and Figueiredo, P.Editors}, year={2001}, pages={125–132} }
 @inbook{ortigão_sztajn_2001, place={Porto Alegre, Brazil}, title={Dilemas para a avaliação: o caso dos conjuntos no Ensino a Matemática. [Dilemmas for assessment: the case of set theory in mathematics education}, booktitle={Avaliação, Ciclos e Promoção na Educação}, publisher={Artes Médicas}, author={Ortigão, M.I.R. and Sztajn, P.}, editor={Franco, C.Editor}, year={2001}, pages={69–84} }
 @inproceedings{sztajn_2001, place={Vila Real, Portugal}, title={Integrando formação inicial e indução na preparação de professors de matemática [Integrating initial preparation and induction in mathematics teacher education]}, booktitle={Actas do XII Seminário de Investigação em Educação Matemática}, publisher={Associação de Professores de Matemática}, author={Sztajn, P.}, editor={Lopes, I.C. and Costa, M.C.Editors}, year={2001}, pages={9–28} }
 @article{sztajn_2001, title={Searching for an understanding of mathematics teachers: a personal trajectory}, volume={11}, number={1}, journal={The Mathematics Educator}, author={Sztajn, P.}, year={2001}, pages={2–3} }
 @article{sztajn_ortigão_carvalho_2000, title={E agora? O que fazer sem os conjuntos? [What to do without set theory?]}, volume={6}, number={3}, journal={Revista Presença Pedagógica}, author={Sztajn, P. and Ortigão, M.I.R. and Carvalho, J.P.}, year={2000}, pages={37–47} }
 @article{sztajn_2000, title={Prática de ensino de matemática e formação do professor das séries iniciais [Field experience in mathematics and early childhood teacher education]}, volume={37}, journal={Boletins do GEPEM}, author={Sztajn, P.}, year={2000}, pages={9–20} }
 @inbook{sztajn_2000, place={Petrópolis, Brazil}, title={Sem óculos e sem mau humor: somos professores de matemática [No glasses or bad humor: we are math teachers]}, booktitle={Reinventar a escola}, publisher={Vozes}, author={Sztajn, P.}, editor={Candau, V.M.F.Editor}, year={2000}, pages={221–237} }
 @inbook{franco_sztajn_1999, place={Campinas, Brazil}, title={Educação em Ciências e Matemática: Identidade e implicações para políticas de formação continuada de professores [Mathematics and Science Education: Identity and implication for in-service teacher education policy]}, booktitle={Currículo: Políticas e Práticas}, publisher={Papirus}, author={Franco, C. and Sztajn, P.}, editor={Moreira, A.F.Editor}, year={1999}, pages={97–114} }
 @inbook{sztajn_ortigão_1999, place={Brasília}, series={Educação à distância}, title={Noções lógico-matemáticas: Perspectivas de avaliação diagnóstica [Logic-mathematical notions: perspectives for diagnostic assessment]}, volume={1}, booktitle={Ensino fundamental : salto para o futuro}, publisher={Ministério da Educação/SEED.}, author={Sztajn, P. and Ortigão, M. I. R}, editor={Distancia, SecretariaEditor}, year={1999}, collection={Educação à distância} }
 @book{veiga filho_franco_fernandes_sztajn_brandão_1999, place={Brasília}, title={O perfil da escola brasileira: um estudo a partir dos dados do SAEB 97 [A profile of Brazilian schools: a study based on the 1997 National Assessment]}, publisher={Ministério da Educação, INEP}, author={Veiga Filho, A. and Franco, C. and Fernandes, C. and Sztajn, P. and Brandão, Z.}, year={1999} }
 @book{veiga filho_franco_fernandes_sztajn_brandão_1999, place={Brasília}, title={O perfil do aluno brasileiro: um estudo a partir dos dados do SAEB 97 [A profile of Brazilian students a study based on the 1997 National Assessment]}, publisher={Ministério da Educação, INEP}, author={Veiga Filho, A. and Franco, C. and Fernandes, C. and Sztajn, P. and Brandão, Z.}, year={1999} }
 @article{sztajn_1998, title={Buscando um perfil da população: Quais as crenças dos professores de matemática? [Searching for a profile of the population: what are mathematics teachers’ beliefs?]}, volume={6}, number={10}, journal={Zetetiké}, author={Sztajn, P.}, year={1998}, pages={87–103} }
 @article{carvalho_sztajn_1997, title={As habilidades "básicas" em matemática [“Basic” skills in mathematics]}, volume={3}, number={15}, journal={Revista Presença Pedagógica}, author={Carvalho, J.B.P. and Sztajn, P.}, year={1997}, pages={15–21} }
 @inproceedings{sztajn_1997, place={Lahti, Finlandia}, title={Changing teaching and teacher change}, volume={4}, booktitle={Proceedings of the 21st Conference of the International Group for the PME}, publisher={University of Helsinki}, author={Sztajn, P.}, editor={Pehkonen, E.Editor}, year={1997}, pages={206–213} }
 @inbook{sztajn_1997, place={Petrópolis, Brazil}, title={Conteúdos, atitudes e ideologia: a formação do professor de matemática [Content, attitudes, and ideology: mathematics teacher education]}, booktitle={Magistério, construção cotidiana}, publisher={Vozes}, author={Sztajn, P.}, editor={Candau, V.M.F.Editor}, year={1997}, pages={184–204} }
 @article{sztajn_ortigão_1997, title={Noções lógico-matemáticas: Perspectivas de avaliação diagnóstica [Logic-mathematical notions: perspectives for diagnostic assessment].}, volume={4}, journal={Boletins do programa Um Salto para o Futuro, Série XII Ensino Fundamental}, author={Sztajn, P. and Ortigão, M.I.R.}, year={1997}, pages={63–74} }
 @article{sztajn_1997, title={Olhando Teresa e pensando parâmetros [Looking at Teresa and thinking about curriculum guides]}, volume={5}, number={7}, journal={Zetetiké}, author={Sztajn, P.}, year={1997}, pages={51–67} }
 @article{sztajn_1997, title={Resolução de problemas, formação de conceitos matemáticos e outras janelas que se abrem [Problem solving, mathematical concept building, and other windows]}, volume={20}, number={25}, journal={Educação em Revista}, author={Sztajn, P.}, year={1997}, pages={109–122} }
 @article{carr_sztajn_1996, title={Hearing unheard voices: Teacher education as conceptualized by pre-service teachers}, volume={23}, number={2}, journal={Teacher Education Quarterly}, author={Carr, A. and Sztajn, P.}, year={1996}, pages={35–44} }
 @article{sztajn_1995, title={Mathematics Reform: Looking for Insights from Nineteenth Century Events}, volume={95}, ISSN={0036-6803 1949-8594}, url={http://dx.doi.org/10.1111/j.1949-8594.1995.tb15805.x}, DOI={10.1111/j.1949-8594.1995.tb15805.x}, abstractNote={In the nineteenth century, Warren Colburn defended understanding as the avenue to learning arithmetic and questioned the memorization method in use since the seventeenth century. Colburn's work was appreciated by educators in the common school era, and his book is still considered an important one in the history of mathematics education. Many criticisms of Colburn's ideas, however, emerged during his time, and teaching for understanding never fully reached nineteenth century mathematics classrooms. This episode in the history ofmathematics education raises questions about the success of contemporary attempts to reform school mathematics.}, number={7}, journal={School Science and Mathematics}, publisher={Wiley}, author={Sztajn, Paola}, year={1995}, month={Nov}, pages={377–383} }
 @inproceedings{sztajn_lester_1994, place={Baton Rouge, LA}, title={Teaching in an era of reform: Mathematics in elementary classrooms}, volume={2}, booktitle={Proceedings of the XVI annual meeting PME-NA}, publisher={Louisiana State University}, author={Sztajn, P. and Lester, F.}, editor={Kirshner, D.Editor}, year={1994}, pages={238–244} }
 @article{kloosteman_benjey_emenaker_houston_hurt_mckenna_preston_sztajn_1993, title={Mathematics, Tech Prep, and Indiana High Schools}, volume={7}, number={2}, journal={Indiana Mathematics Teacher}, author={Kloosteman, P. and Benjey, T. and Emenaker, C. and Houston, J. and Hurt, R. and McKenna, R. and Preston, R. and Sztajn, P.}, year={1993}, pages={11–19} }
 @article{sztajn_1992, title={A Matter of Metaphors: Education as a Handmade Process.}, volume={50}, url={https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ454327&site=ehost-live&scope=site}, number={3}, journal={Educational Leadership}, author={Sztajn, Paola}, year={1992}, pages={35–37} }