Abstract  Introduction  Discourse  Interventions  Decisions  Cylinder Problem  Lesson Reflections  Student Predictions  Project Reflections  Conclusion  References  Acknowledgments  Teacher Resources Authors' Biographies Table of Contents About the Project VIDEO CLIPS: Internet access via modem may mean very long download times for video clips. If you are not on a fast line, you may want to read this paper without viewing the clips. share your thoughts, ideas, questions, and experiences; read what others have to say. Enter your e-mail to be notified of discussion on this videopaper: Privacy Policy		Atkins, S. L. (1999). Listening to students: The power of mathematical conversations. Teaching Children Mathematics, 5(5), 289-295. Ball, D. L. (1999). Working on the inside: Using one's own practice as a site for studying mathematics teaching and learning. In A. Kelly and R. Lesh (Eds.), Research design in mathematics and science education. Norwell, MA: Kluwer. Ball, D. L. (1993). 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(1988). Treating mathematics as an ill-structured discipline. In R. I. Charles & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 32-60). Hillsdale, NJ: Lawrence Erlbaum Associates. Roehler, L. R., Duffy, G. G., & Meloth, M. S. (1986). What to be direct about in direct instruction in reading: Content only versus process-into-content. In T. E. Raphael (Ed.), The contents of school-based literacy (pp. 79-93). New York: Random House. Romberg, T. A. (1994). Classroom instruction that fosters mathematical thinking and problem solving: Connections between theory and practice. In A. H. Schoenfeld (Ed.), Mathematical thinking and problem solving (pp. 287-304). Hillsdale, NJ: Lawrence Erlbaum Associates. Schifter, D. (1996). What's happening in math class? Reconstructing professional identities, Vol. 2. New York: Teachers College Press. Schoenfeld, A. (1987). What's all the fuss about metacognition? In A. 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Hillsdale, NJ: Lawrence Erlbaum Associates. Yackel, E. (1995). Children's talk in inquiry mathematics classrooms. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (pp. 131-162). Hillsdale, NJ: Lawrence Erlbaum Associates. Zinsser, W. (1988). Writing to Learn. New York: Harper and Row.

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