Recent Journal Articles

Sztajn, P. Tauber, M. & Vargas, A.P. M. (2018). Highlighting theory to connect research and practices: a review of Research for Educational Change. Journal for Research in Mathematics Education, 49(1), 614-618.

Dick, L., Sztajn, P. White, T. & Heck, D. (2018). Investigating sociopedagogical norms: teachers’ discussions about own and others’ instruction. Teaching and Teacher Education 71, 297-307.

Wilson, P. H., Sztajn, P., Edgington, C., Webb, J., & Myers, M. (2017). Change in teachers’ discourse about students in a professional development on learning trajectories. American Educational Research Journal, 54(3), 568-604.

Edgington, C., Wilson, P. H., Sztajn, P.& Webb, J. (2016). Translating learning trajectories into usable tools for teachers. Mathematics Teacher Educator, 5 (1). Online Journal: http://www.nctm.org/Publications/Mathematics-Teacher-Educator/

Dick, L., White, T., Trocki, A., Sztajn, P., Heck, D., & Herrema, K. (2016). Supporting Sense-making with Mathematical Bet Line. Teaching Children Mathematics, 22(9), 538-545.

Dick, White, Sztajn, Trocki, Heck, Herrema (i2016). Supporting Sense-making with Mathematical Bet Line. Teaching Children Mathematics, 22(9), 538-545.

Myers, M., Sztajn, P. Wilson, P. H., & Edgington, C. (2015). From implicit to explicit: Articulating equitable learning trajectories based instruction. Journal of Urban Mathematics Education, 8 (2), 11-22.

Edgington, C., Sztajn, P. Wilson, P. H., Myers, M., & Webb, J. (2015). Norms for discussing students’ mathematics in professional development. Journal of Mathematics Education Leadership, 16 (1), 12-18

Wilson, P. H., Sztajn, P., Edgington, C., & Myers, M. (2015). Teachers’ uses of a learning trajectory in student-centered instructional practices. Journal of Teacher Education, 66(3), 227-244.

Trocki, A., Taylor, C., Starling, T., Sztajn, P., Heck, D. (2014). Using the think aloud strategy to launch a discourse-rich mathematics lesson: Introducing a mathematical think aloud. Teaching Children Mathematics, 21(5), 276-281. [2014-2015 NCTM Translating Research to Practice Article Award]

Sztajn, P., Wilson, P. H., Edgington, C., Myers, M. (2014). Mathematics professional development as design for boundary encounters. ZDM International Journal on Mathematics Education, 46 (2), 201-212.

Wilson, P. H., Sztajn, P., Edginton, C., Confrey, J. (2014). Teachers’ use of their mathematical knowledge for teaching in learning a mathematics learning trajectory. Journal of Mathematics Teacher Education, 17 (2), 149-175.

Marrongelle, K., Sztajn, P., & Smith, (2013). Scaling up professional development in an era of common state standards. Journal of Teacher Education, 64(3), 202-221.

Sztajn, P. (2013). Mathematics professional development researchers as stakeholders. Sisyphus Journal of Education, 1(3), 246-269.

Sztajn, P., Wilson, P. H., Edgington, C., Meyers, M. & Dick, L. (2013). Using design experiments to conduct research on mathematics professional development. Revista Alexandria: Journal of Science and Technology Education, 6(1), 9-34.

Wilson, P. H., Sztajn, P., & Edgington, C. (2013). Designing professional learning tasks for mathematics learning trajectoriesPNA, Revista de Investigacion en Didactica de la matematica, 7(4), 133-143.

Sztajn, P., Confrey, J., Wilson, P. H., & Edgington, C. (2012). Learning trajectory based instruction: Toward a theory of teaching. Educational Researcher 41(5), 147-156, doi:10.3102/0013189X12442801.

Sztajn, P. (2011). Standards for reporting mathematics professional development in research studies. Journal for Research in Mathematics Education, 42 (2), 220-236.

Sztajn, P., Campbell, M. P., and Yoon, K. S. (2011). Conceptualizing professional development in mathematics: elements of a model. PNA, Revista de Investigación en Didáctica de la Matemática, 5 (3), 83-92.