The MDISC development team has created a number of publications and presentations based on the development and piloting of the materials.  You can find a list, with links where available, below.

Publications

Herbel-Eisenmann, B., Johnson, K.R., Otten, S., Cirillo, M., & Steele, M. (2015, in press). Mapping talk about the mathematics register in a secondary mathematics teacher study group. Journal of Mathematical Behavior. DOI 10.1016/j.jmathb.2014.09.003.

Steele, M. D., Cavanna, J., Herbel-Eisenmann, B. A., & Cirillo, M. (in preparation). The myth of planning: Tracing the participation patterns of teachers using discourse tools in secondary mathematics classrooms. TBD.

Cirillo, M., Steele, M. D., Otten, S., Herbel-Eisenmann, B. A., McAneny, K., & Riser, J. Q. (in press). Teacher discourse moves: Supporting productive and powerful discourse. In Karp, K. (Ed.), Annual Perspectives in Mathematics Education (APME) 2014: Using Research to Improve Instruction. Reston, VA: NCTM.

Otten, S., Cirillo, M., & Herbel-Eisenmann, B. (2015) Going over homework with productive discourse. Mathematics Teaching in the Middle School, 21(2), 98-105

Cavanna, J., & Herbel-Eisenmann, B. (2014, July). Teachers’ talk and take-up of positioning. Short research paper presented at the Joint Meeting of PME and PME-NA. Vancouver, British Columbia.

 

Hunter R., Civil, M, Herbel-Eisenmann, B., & Wagner, D. (2014, July). Mathematical discourse that breaks barriers and creates spaces for marginalized students. Discussion group at the Joint Meeting of PME and PME-NA. Vancouver, British Columbia.

 

Herbel-Eisenmann, B., Steele, M., & Cirillo, M. (2013). (Developing) teacher discourse moves: A framework for professional development. Mathematics Teacher Educator, 1(2), 181-196.

Herbel-Eisenmann, B. A., Johnson, K. R., Otten, S., & Cirillo, M. (2013). Secondary teachers’ talk about the mathematics register. In A. C. Superfine & M. Martinez (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 613-620). Chicago, IL: University of Illinois at Chicago.

Cirillo, M. (2013). Mathematical proof tools: Supporting the introduction to formal proof. In A. C. Superfine & M. Martinez (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 203-206). Chicago, IL: University of Illinois at Chicago.

Cavanna, J., Steele, M., Herbel-Eisenmann, B., & Cirillo, M. (2013). The myth of planning: Teachers’ development I nsupporting mathematics discourse. In A. C. Superfine & M. Martinez (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 745-748). Chicago, IL: University of Illinois at Chicago.

Johnson, K. R., Steele, M. D., Herbel-Eisenmann, B. A., Leatham, K. R., Peterson, B. E., Stockero, S., Van Zoest, L., Almeida, I., & Merrill, L. (2013). Classroom mathematics discourse: Broadening perspectives by integrating tools for analysis. In A. C. Superfine & M. Martinez (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago.

Otten, S., Herbel-Eisenmann, B. A., & Cirillo, M. (2013). Handling student difficulties when going over homework in secondary mathematics classrooms. In A. C. Superfine & M. Martinez (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1405-1408). Chicago, IL: University of Illinois at Chicago.

Suh, H., Musselman, A. T., Herbel-Eisenmann, B. A., & Steele, M. D. (2013). Teacher positioning and agency to act: Talking about “low-level” students. In A. C. Superfine & M. Martinez (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago.

Otten, S., Herbel-Eisenmann, B. A., & Cirillo, M. (2013). Going over homework in mathematics classrooms: An unexamined activity. Teachers College Record. Retrieved from http:/www.tcrecord.org/Content.asp?Contentid=16851

Cirillo, M. (2013). What are some strategies for facilitating effective classroom discussions? Invited Research Brief published online at www.nctm.org. (Series Editor, S. DeLeeuw)

Cirillo, M. (2013). What does research say the benefits of discussion in mathematics class are? Invited Research Brief published online at www.nctm.org. (Series Editor, S. DeLeeuw)

Herbel-Eisenmann, B., Choppin, J., Wagner, D., & Pimm, D. (Vol. Eds.) (2011). Equity in discourse for mathematics education: Theories, practices, and policies. In A. Bishop (Series Ed.). Mathematics Education Library, volume 55. New York: Springer. (Reviewed in Journal for Research in Mathematics Education, Vol 45, No. 3 (May 2014))

Herbel-Eisenmann, B. A., & Otten, S. (2011). Mapping mathematics in classroom discourse. Journal for Research in Mathematics Education, 42, 451-484.

Herbel-Eisenmann, B. A. (2010). Toward more equitable relationships in teacher education. AMTE Connections, 7-9.

Herbel-Eisenmann, B., & Cirillo, M. (Eds.). (2009). Promoting purposeful discourse: Teacher research in mathematics classrooms. NCTM: Reston, VA. (Reviewed in Journal for Research in Mathematics Education, Vol. 43, No. 5 (November 2012))

Herbel-Eisenmann, B., Cirillo, M., & Skowronski, K. (2009). Why discourse deserves our attention. In A. Flores & C. Malloy (Eds.), Responding to diversity, grades 9-12 (pp. 103-115). Reston, VA: NCTM.

Herbel-Eisenmann, B. A., Drake, C., & Cirillo, M. (2009). “Muddying the clear waters”: Teachers’ take-up of the linguistic idea of revoicing. Teaching and Teacher Education, 25, 268-277.

Steele, M. D. (2008). Building bridges: Cases as catalysts for the integration of mathematical and pedagogical knowledge. In M. S. Smith & S. N. Friel (Eds.), Cases in mathematics teacher education: Tools for developing knowledge needed for teaching (pp. 57-72). San Diego, CA: Association of Mathematics Teacher Educators.

Herbel-Eisenmann, B. (2002). Using student contributions and multiple representations to develop mathematical language. Mathematics Teaching in the Middle School, 8(2), 100-105.

Presentations

Cavanna, J., Herbel-Eisenmann, B., Busby, L., Hanton, D., Jones, L., & Pynne, E. (2015, November). Research in action: Making classroom discourse more productive and powerful. Presentation at the regional meeting of the National Council of Teachers of Mathematics, Nashville, TN.

Herbel-Eisenmann, B., Cirillo, M., Steele, M. D., Cavanna, J., Muirhead, F., Heck, D., & Gordon, E. (2015, April). Professional development on mathematics discourse: Investigating contexts of enactment. Symposium at the Annual NCTM Research Presession, Boston, MA.

Beisiegel, M. Thanheiser, E., & Herbel-Eisenmann, B. (2015, April). The ethics of facilitating and researching professional development. Discussion group at the Annual NCTM Research Presession, Boston, MA.

Beisiegel, M., Cirillo, M., Id-Deen, L., & Herbel-Eisenmann, B. (2015, January). Listening to students in changing classroom practices: Resistance, resilience and context. Symposium presented at the Annual Meeting of AMTE.

Herbel-Eisenmann, B., Koestler, C., & Wager, A. (2015, January). Action research as professional development: Equitable opportunities for professional development in the era of the Common Core State Standards. Discussion session presented at the Annual Meeting of AMTE.

Herbel-Eisenmann, B. (2015, April). Advocating for teachers in an era of undermining and disrespect. Invited Hot Topics session at the Annual Meeting for the National Council of Supervisors of Mathematics, Boston, MA.

Herbel-Eisenmann, B. (2015, April). Gauging formative assessment through productive AND powerful discourse. Invited Major Speaker session at the Annual Meeting for the National Council of Supervisors of Mathematics, Boston, MA.

Herbel-Eisenmann, B. (2014, November). Integrating theory and practice: Systemic functional linguistics (SFL) and positioning theory in professional development on mathematics classroom discourse. Invited Speaker at Colloquium Series at the University of Maryland, College Park, MD.

Herbel-Eisenmann, B. (2014, October). Avoiding agnosticism in our work with teachers. Invited seminar at Bergen University College, Bergen, Norway.

Herbel-Eisenmann, B. (2014, October). Reviewing research on mathematics classroom discourse: Process, methods, and beginning findings. Invited seminar at North Carolina State University, Raleigh, NC.

Herbel-Eisenmann, B. (2014, February). Teacher professional development: Learning from joint exploration. Invited Seminar at University of Stockholm, Stockholm, Sweden.

Herbel-Eisenmann, B. (2014, February). Discourse & transparency: Avoiding agnosticism in our work with teachers. Invited Plenary talk at Madif, Umeå University, Umeå, Sweden. Published in Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.). (2015). Development of mathematics teaching: Design, scale, effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar (pp. 5-16), Umeå, February 4-5, 2014. Linköping: SMDF.

Herbel-Eisenmann, B. (2014, February). Capitalizing on communication contexts to support students’ facility with mathematics discourse. Invited Plenary talk at Matematikbiennalen, Umeå University, Umeå, Sweden.

Cirillo, M., Steele, M., Cavanna, J., & Herbel-Eisenmann, B. (2014). Facilitating productive and powerful discourse through Teacher Discourse Moves. Presented at the annual meeting of the NCSM. New Orleans, LA.

Oslund, J. (organizer), Featherson, H., Taylor, E., Otten, S., Herbel-Eisenmann, B., Johnson, K., Keazer, L. (2014). Understanding change within discussions of mathematics teacher professional learning communities: Methodological frameworks. Symposium submitted to Annual Meeting of AERA, Philadelphia, PA.

Herbel-Eisenmann, B. (2014, February). Teacher professional development: Learning from joint exploration. Seminar at University of Stockholm, Stockholm, Sweden.

Herbel-Eisenmann, B. (2014, February). Discourse & transparency: Avoiding agnosticism in our work with teachers. Plenary talk at Madif, Umea University, Umea, Sweden.

Herbel-Eisenmann, B. (2014, February). Capitalizing on communication contexts to support students’ facility with mathematics discourse. Plenary talk at Matematikbiennalen, Umea University, Umea, Sweden.

Cirillo, M., Steele, M., Johnson, K. Cavanna, J., & McAneny, K. (2014, January). Facing multiple identities as designers, researchers, and teacher educators focused on classroom discourse. Presented at the annual meeting of the AMTE, Irvine, CA.

McAneny, K. & Cirillo, M. (2014, January). Connecting professional development to practice: How do teachers respond to this activity? Presented at the annual meeting of the AMTE, Irvine, CA.

Herbel-Eisenmann, B. (2013, November). From walking the walk to talking the talk: An exploration of data using tools from SFL. Plenary talk at the Mathematics Education Doctoral Student Conference, Simon Fraser University, Burnaby, BC, Canada.

Herbel-Eisenmann, B., Steele, M., Otten, S., & Johnson, K. (2013, April). Mathematics discourse in secondary classrooms: Productive teacher moves and empowered students. Presentation at the National Council of Supervisors of Mathematics. Denver, CO.

González, G., Herbel-Eisenmann, B., DeJarnette, A., Gerardo, J., Gutiérrez, R., Johnson, K. R., Lande, E., Mesa, V., Otten, S., Pimm, D. (2013, April). Mathematics education research using Systemic Functional Linguistics. Symposium at the research presession of the annual meeting of the National Council of Teachers of Mathematics, Denver, CO.

Steele, M.D., & Musselman, A.T. (2013, April). Identity development through mathematics discourse: Teacher learning about positioning. Presentation at the Mathematics Education and Society 7 Conference, Cape Town, South Africa.

Herbel-Eisenmann, B. & Wagner, D. (2013, April). Mathematics teachers representations of authority. Paper presented at Mathematics Education and Society, Cape Town, South Africa.

Herbel-Eisenmann, B., Johnson, K., & Cirillo, M. (2013, January). Elaborating how tasks shape classroom discourse. Session at Association of Mathematics Teacher Educators, Orlando, FL.

Steele, M., Theakston A., McAnneny, T., & Herbel-Eisenmann, B. (2013, January). Connecting teacher discourse moves to mathematical and social goals. Session at Association of Mathematics Teacher Educators, Orlando, FL.

Choppin, J. & Herbel-Eisenmann, B. (2012, October). Situating revoicing within broader task and social structures. 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: Western Michigan University.

Herbel-Eisenmann, B. A., Steele, M. D., Johnson, K. R., & Theakston Musselman, A. (2012, August). Powerful and productive classroom discourse. Michigan Council of Teachers of Mathematics, Preconference Workshops, Traverse City, MI.

Roth, K., Beer, D., Herbel-Eisenmann, B., & Kowalski, S. (2012, June). Using analysis of practice to improve science and mathematics teaching: Ways to support and study teacher/PD leader learning. Symposium at the CADRE DRK-12 PI Meeting, Crystal City, VA.

Johnson, K. R., Otten, S., Herbel-Eisenmann, B. A., Cirillo, M., & Steele, M. D. (2012, February). Teacher discourse moves in context. Presentation to be given at the preconference of the Association of Mathematics Teacher Educators, Fort Worth, TX.

Johnson, K. R., Theakston, A., Otten, S., Steele, M. D., Cirillo, M., & Herbel-Eisenmann, B. A. (2011, August). Facilitating lesson planning with new teachers: A Focus on Discourse. Presentation at the annual meeting of the Michigan Council of Teachers of Mathematics, Macomb, MI.

Otten, S., Theakston, A., Johnson, K. R., Herbel-Eisenmann, B. A., Cirillo, M., & Steele, M. D. (2011, August). Comparing area and perimeter: What do students have to say? Presentation at the annual meeting of the Michigan Council of Teachers of Mathematics, Macomb, MI.

Cirillo, M., Herbel-Eisenmann, B., & Steele, M. (2011, April). Exploring triangle congruence: A rich, discourse-centered geometry task. Presentation at the annual meeting of the National Council of Teachers of Mathematics, Indianapolis, IN.

Herbel-Eisenmann, B., Cirillo, M. & Steele, M.(2011, April). Supporting secondary mathematics teachers’ purposeful and powerful discourse. Presentation at the research presession of the National Council of Teachers of Mathematics, Indianapolis, IN.

Otten, S., Herbel-Eisenmann, B. A., Cirillo, M., Steele, M., & Bosman, H. M. (2011, April). Students actively listening: A foundation for productive discourse in mathematics classrooms. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Otten, S., Nimtz, J., Todd, R., Steele, M., Cirillo, M., & Herbel-Eisenmann, B. (2011, February). Mathematical language: The relationship between context and precision. Presentation at the Math in Action conference of Grand Valley State University, Allendale, MI.

Otten, S., Bosman, H., Johnson, K. R., & Males, L. M. (2010, August). Using math talk moves to promote rich mathematical discussions. Presentation at the annual meeting of the Michigan Council of Teachers of Mathematics, Macomb, MI.

Otten, S., Males, L., Muirhead, F., & Bosman, H. (2010, February). Talk moves in secondary mathematics classrooms: Toward a discourse-focused professional development curriculum. Presentation at the Math in Action conference of Grand Valley State University, Grand Rapids, MI.