This page provides the references for journal articles, conference proceedings and book chapters written by the CEMENT team organised into three lists:

For a more comprehensive overview of the body of work from the individuals involved in this project, please follow the links to the academic profiles from the Steering Committee page.

- Arising from the Conversations on Knowledge for Teaching Conference
- Arising from research conducted during the original CEMENT project
- Previous publications that were seminal in informing the development of the CEMENT project

For a more comprehensive overview of the body of work from the individuals involved in this project, please follow the links to the academic profiles from the Steering Committee page.

## Aising from Conversations on Knowledge for Teaching

We have not published anything during the Conversations on Knowledge for Teaching era of the project yet. Please check back later.

## Arising from Building a Culture of Evidence-Based Practice in Teacher Preparation for Mathematics Teaching (CEMENT)

Beswick, K., & Goos, M. (2012). Measuring pre-service primary teachers’ knowledge for teaching mathematics.

*Mathematics Teacher Education and Development*,*14*(2), 70-90Callingham, R., Beswick, K., Chick, H., Clark, J., Goos, M., Kissane, B., Serow, P., & Thornton, S. (2012). Professional conversations among mathematics educators. (Round Table discussion). In J. Dindyal, L. Chen, & S. F. Ng (Eds.),

*Mathematics education: Expanding horizons*(Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, p. 849). Singapore: MERGA.Callingham, R., Beswick, K., Chick, H., Clark, J., Goos, M., Kissane, B., Serow, P., Thornton, S., and Tobias, S. (2011). Beginning teachers mathematics knowledge: What is needed? in Clark, J., Kissane, B., Mousley, J., Spencer, T., and Thornton, S. (Eds.)

*Mathematics: Traditions and [new] practices: Proceedings of the joint conference of the Australian Association of Mathematics Teachers and the Mathematics Education Research Group of Australasia.*(Vol. 2, pp. 900-907). Adelaide: AAMT & MERGA.Callingham, R., Chick, H., & Thornton, S. (2012). (Editorial) Evidence-based approaches to developing content knowledge and pedagogical content knowledge in pre-service mathematics teacher education.

*Mathematics Teacher Education and Development*.Chick, H. L. (2011). God-like educators in a fallen world.

http://www.aare.edu.au/publications-database.php/6143/god-like-educators-in-a-fallen-world

*Proceedings of the 2011 annual conference of the Australian Association for Research in Education*(Hobart, TAS, 28 Nov – 1 Dec, 2011) (10pp.).http://www.aare.edu.au/publications-database.php/6143/god-like-educators-in-a-fallen-world

Chick, H., Baratta, W. (2011). Teachers’ strategies for demonstrating fraction and percentage equivalence, in Clark, J., Kissane, B., Mousley, J., Spencer, T., and Thornton, S. (Eds.)

*Proceedings of the 23rd biennial conference of The Australian Association of Mathematics Teachers Inc. and the 34th annual conference of the Mathematics Education Research Group of Australasia Inc. (pp. 183-191). Adelaide: MERGA/AAMT.*Chick, H., & Beswick, K. (2013). Educating Boris: An examination of pedagogical content knowledge for mathematics teacher educators. In V. Steinle, L. Ball, & C. Bardini (Eds.),

*Mathematics education: Yesterday, today and tomorrow*(Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, eBook, pp. 170-177). Melbourne: MERGA, Inc.Goos, M. (2013). Mathematical knowledge for teaching: What counts?

*International Journal of Mathematical Education in Science and Technology*,*44*, 972-983.Thornton, S., Clark, J., & Page, S. (2012). Linking the mathematics pedagogical content knowledge of preservice primary teachers with teacher education courses. In proceedings of the 12th International Congress of Mathematics Education, Seoul,Korea: ICME

Watson, A., Chick, H. (2011). Qualities of examples in learning and teaching,

*ZDM, 43, 283-194.*## Informing this body of work

Beswick, K., Callingham., C, and Watson, J. (2012). The nature and the development of middle school mathematics teachers' knowledge,

http://www.springerlink.com.ezproxy.utas.edu.au/content/th22781265818125/fulltext.pdf

*Journal of Mathematics teacher Education*, Vol. 15, No. 2, 2012: 131-157.http://www.springerlink.com.ezproxy.utas.edu.au/content/th22781265818125/fulltext.pdf

Callingham, R. (2010). Mathematics assessments in primary classrooms: Making it count,

http://research.acer.edu.au/cgi/viewcontent.cgi?filename=0&article=1069&context=research_conference&type=additional

*Research Conference 2010: Teaching Mathematics? Make it count. What research tells us about effective mathematics teaching and learning*.http://research.acer.edu.au/cgi/viewcontent.cgi?filename=0&article=1069&context=research_conference&type=additional

Chick, H. (2013). "Is this a five minute argument or the full half hour?" Enriching classrooms with a culture of reasoning. In S. Herbert, J. Tillyer & T. Spencer (Eds.),

*Mathematics: Launching futures*(Proceedings of the 24th biennial conference of the Australian Association of Mathematics Teachers, pp. 65-71). Melbourne: AAMT.Chick, H. L. (2010). Aspects of teachers’ knowledge for helping students learn about ratio. In L. Sparrow, B. Kissane, & C. Hurst (Eds.),

http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED520858

*Shaping the future of mathematics education*(Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, pp. 145-152). Fremantle, WA: MERGA.http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED520858

Chick, H. L. (2009). Teaching the distributive law: Is fruit salad still on the menu? In R. Hunter, B. Bicknell, & T. Burgess (Eds.),

*Crossing divides*(Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia, pp. 121-128). Wellington, NZ: MERGA.Chick, H. L. (2009). Choice and use of examples as a window on mathematical knowledge for teaching.

*For the Learning of Mathematics, 29*(3), 26-30*.*Chick, H. L. (2007). Teaching and learning by example. In J. Watson & K. Beswick (Eds.),

*Mathematics: Essential research, essential practice*(Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, pp. 3-21). Sydney: MERGA. [Invited keynote address]Chick, H. L., & Pierce, R. (2013). The statistical literacy needed to interpret school assessment data.

*Mathematics Teacher Education and Development, 15*(2), 5-26*.*Chick, H., & Pierce, R. (2013). Statistical literacy: a professional skill for today’s teachers.

http://www.curriculum.edu.au/leader/statistical_literacy_a_professional_skill_for_t,36535.html?issueID=12789

*Curriculum & Leadership Journal*,*11*(14), 6 September 2013.http://www.curriculum.edu.au/leader/statistical_literacy_a_professional_skill_for_t,36535.html?issueID=12789

Chick, H., & Pierce, R. (2012). Teaching for statistical literacy: Utilising affordances in real-world data

http://www.springerlink.com.ezproxy.utas.edu.au/content/t343315n55rh8335/

*.**International Journal of Science and Mathematics Education*,*10*, 339 - 362*.*DOI: 10.1007/s10763-011-9303-2http://www.springerlink.com.ezproxy.utas.edu.au/content/t343315n55rh8335/

Chick, H., & Stacey, K. (2013). Teachers of mathematics as problem-solving applied mathematicians.

*Canadian Journal of Science, Mathematics and Technology Education*,*13*(2), 121–136. DOI: 10.1080/14926156.2013.784829Goos, M. (2010). What Counts?: Technology and Mathematics Teaching and Learning [online],

http://search.informit.com.au.ezproxy.utas.edu.au/fullText;dn=386132044997699;res=IELHSS

*Teacher: The National Education Magazine, Oct 2010: 22-25.*http://search.informit.com.au.ezproxy.utas.edu.au/fullText;dn=386132044997699;res=IELHSS

Goos, M., and Geiger, V. (2010). Theoretical perspectives on mathematics teacher change,

http://www.springerlink.com.ezproxy.utas.edu.au/content/h2317882184424pn/fulltext.pdf

*Journal of Mathematics Teacher Education, Vol. 13, No. 6, 2010: 499-507.*http://www.springerlink.com.ezproxy.utas.edu.au/content/h2317882184424pn/fulltext.pdf

Pierce, R., Chick, H. L., & Gordon, I. (2013). Teachers’ perceptions of the factors influencing their engagement with statistical reports on student achievement data.

*Australian Journal of Education, 57*, 237-255.Pierce, R., & Chick, H. L. (2013). Workplace statistical literacy for teachers: Interpreting box plots.

*Mathematics Education Research Journal, 25,*189-205*.*DOI 10.1007/s13394-012-0046-3Watson, A., & Chick, H. (2013). (Editorial). Introduction to the special issue on the role of mathematical knowledge in the work of teaching.

*Canadian Journal of Science, Mathematics and Technology Education*. DOI: 10.1080/14926156.2013.784831Watson, A., & Chick, H. (2011). Qualities of examples in learning and teaching.

*ZDM, 43,*283-194.Watson, J., Beswick, K., Brown, N., Callingham, R., and Wright, S. (2010). Student change associated with professional learning in mathematics,

http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED520977

*Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Jul 3-7, 2010).*http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED520977

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