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...cesses and strategies used by children." ([http://eric.ed.gov/?id=ED188892 Carpenter & Moser, (1979)]) ...png|500px|thumb|right|Problem Types, from [http://eric.ed.gov/?id=ED188892 Carpenter & Moser, (1979)]]]

Carpenter, T. P., Fennema, E., Franke, M. L., Empson, S. B., & Levi, L. (1999). ''Children’s mathematics: Cogni Hiebert, J., Carpenter, T., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., Olivier, A., & Huma

...}; {{Cite|Franke, Carpenter, Levi, & Fennema|2001}}; {{Cite|Lampert & Ball|1998}}). Using the concept of ''activity settings'' ({{Cite|Wertsch|1985}}) to i ...and brokering, the negotiations of meaning across settings ({{Cite|Wenger|1998}}).

...8]]<!--An AERA Paper-->; [[White & Frederiksen (1998)|White & Frederiksen, 1998]]) and need to support teacher learning and decision making aligned with st ...eaching ([[Tschannen-Moran, Hoy, & Hoy (1998)|Tschannen-Moran, Hoy, & Hoy, 1998]]; [[Carter (1990)|Carter, 1990]]; [[Borko, Bellamy, & Sanders (1992)|Borko

...asurement problem before discussing their solutions as a class. [[Stephan (1998)]] found that in addition to the teacher encouraging students to try to und ...ional ([[Cobb (1998)|Cobb, 1998]]; [[Lampert & Cobb (1998)|Lampert & Cobb, 1998]]; [[Thompson, Philipp, Thompson, & Boyd (1994)|Thompson, Philipp, Thompson