1. Ball, D. L., & Bass, H. (2003). Toward a practice-based theory of mathematics knowledge for teaching. In B. Davis & E. Simmt (Eds.), Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group (CMESG). Edmonton, AB: CMESG.
2. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco, CA: Jossey-Bass.
3. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141–178.
4. Cazden, C. B. (1983). Can ethnographic research go beyond the status quo? Anthropology and Education Quarterly, 14(1), 33–41.
5. Chamberlin, M. T. (2005). Teachers’ discussions of students’ thinking: Meeting the challenge of attending to students’ thinking. Journal of Mathematics Teacher Education, 8(2), 141–170.