Aguirre, J. M. & Bunch, G. C. (2012). What’s language got to do with it?: Identifying language demands in mathematics instruction for English language learners. In S. Celedón-Pattichis & N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs. (pp. 183–194). National Council of Teachers of Mathematics.
Asturias, H. (2012). Student materials: Reading and understanding a mathematics problem. In the Understanding Language Initiative’s Supporting ELLs in mathematics: Appendix D: Language of mathematics task templates (pp. 39–40). https://ul.stanford.edu/resource/supporting-ells-mathematics
Baxter, J. A., Woodward, J., & Olson, D. (2005). Writing in mathematics: An alternative form of communication for academically low-achieving students. Learning disabilities research & practice, 20(2), 119–135.
Baxter, J. A., Woodward, J., Olson, D. & Robyns, J. (2002). Blueprint for writing in middle school mathematics. Mathematics teaching in the middle school, 8(1), 52–56.
Brodesky et al. (2002). Accessibility strategies toolkit for mathematics. Education Development Center. https://courses.edtechleaders.org/smi_3/documents/2020/MathAccessStrategies.pdf
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
CAST (2018). Universal design for learning guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Chapin, S., O’Connor, C., & Anderson, N. (2009). Classroom discussions: Using math talk to help students learn, grades K–6 (2nd ed.). Math Solutions Publications.
Daro, P. (2014). The 5x8 card: Focusing on vital student actions. Strategic Education Research Partnership. https://www.serpinstitute.org/5x8-card/vital-student-actions
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D. C. Heath and Company.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Gibbon, L. K., Kazemi, E., Hintz, A., Hartmann, E.. (2017). Teacher time out: Educators learning together in and through practice. NCSM Journal of Mathematics Education, 18(2), 28–46.
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Heinemann.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin Press.
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H, Alwyn, O., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher 25(4), 12–21. doi.org/10.3102/0013189X025004012
Kazemi, E., Franke, M., & Lampert, M. (2009). Developing pedagogies in teacher education to support novice teachers’ ability to enact ambitious instruction. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia (Vol. 1).
Kelemanik, G., Lucenta, A., & Creighton, S. J. (2016). Routines for reasoning: Fostering the mathematical practices in all students. Heinemann.
Ladson-Billings, G. (2022). The dreamkeepers: Successful teachers of African American children (3rd ed.). Jossey-Bass.
Liedtke, W. W. & Sales, J. (2001). Writing tasks that succeed. Mathematics teaching in the middle school, 6 (6), 350–55.
Mercer, N. & Howe, C. (2012). Explaining the dialogic process of teaching and learning: The value and potential of sociocultural theory. Learning, culture, and social interaction, 1(1), 12–21.
Miller, L. D. (1991). Writing to learn mathematics. The mathematics teacher, 84(7), 516–521.
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: National Council of Teachers of Mathematics.
NCTM (2000). Principles and standards for school mathematics. NCTM.
NCTM (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. NCTM.
NCTM (2014). Principles to action: ensuring mathematical success for all. NCTM.
National Governors Association Center for Best Practices & Council of Chief State School Officers (NGA & CCSSO, 2010). Common Core State Standards for Mathematics. NGA & CCSSO.
O’Connor, C., & Snow, C. (2018). Classroom discourse: What do we need to know for research and for practice? In M. Schober, A. Britt, & D. Rapp (Eds.), The Routledge handbook of discourse processes (2nd ed.) (pp. 315–342). London: Routledge.
Pugalee, D. K. (2001), Writing, mathematics and metacognition: Looking for connections through students’ work in mathematical problem solving. School science and mathematics, 101(5), 236–245.
Pugalee, D. (2004). A comparison of verbal and written descriptions of students’ problem solving processes. Educational studies in mathematics, 55, 27–47.
Smith, M. S., & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussions. Reston, VA: National Council of Teachers of Mathematics.
Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber, & A. S. Carton (Eds.), The collected works of L. S. Vygotsky: Vol. 1. Problems of general psychology (pp. 39–285). Plenum Press.
Zwiers, J. (2011). Academic conversations: Classroom talk that fosters critical thinking and content understandings. Stenhouse.
Zwiers, J. (2014). Building academic language: Meeting Common Core Standards across disciplines, grades 5–12 (2nd ed.). Jossey-Bass.
Zwiers, J., Dieckmann, J., Rutherford-Quach, S., Daro, V., Skarin, R., Weiss, S., & Malamut, J. (2017). Principles for the design of mathematics curricula: Promoting language and content development. Retrieved from Stanford University, UL/SCALE website: https://ul.stanford.edu/resource/principles-design-mathematics-curricula

Design principles