• Carolyn A. Maher
  • Elizabeth B. Uptegrove


In this chapter, we discuss how data were collected and analyzed, and we briefly describe some results, which will be more fully explored in later chapters. We summarize student work on fundamental problems and note how this work led to exceptional growth in the students’ mathematical understanding.


Isomorphic Problem Binomial Expansion Elementary School Curriculum Exceptional Growth Blue Shirt 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Powell, A. B., Francisco, J. M., & Maher, C. A. (2003). An evolving analytical model for understanding the development of mathematical thinking using videotape data. Journal of Mathematical Behavior, 22(4), 405–435.CrossRefGoogle Scholar
  2. Freudenthal, H. (1991). Revisiting mathematics education: China lectures. Dordrecht, The Netherlands: Kluwer Academic Publishing.Google Scholar
  3. Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477.CrossRefGoogle Scholar
  4. Cobb, P., Wood, T., Yackel, E., & McNeal, B. (1992). Characteristics of classroom mathematical traditions: An interactional analysis. American Educational Research Journal, 29, 573–604.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  1. 1.Graduate School of Education, Rutgers UniversityNew BrunswickUSA
  2. 2.Department Mathematical SciencesFelician CollegeRutherfordUSA

Personalised recommendations