Ladson-Billings, G. (2007). Pushing past the achievement gap: An essay on the language of deficit. The Journal of Negro Education, 76(3), pp. 316-323. 

Noguera, P. A. (2008). Creating schools where race does not predict achievement: The role and significance of race in the racial achievement gap. The Journal of Negro Education, 77(2), 90-103. 

Aguirre, J., Mayfield-Ingram, K., & Martin, D. (2013). The impact of identity in K-8 mathematics: Rethinking equity-based practices. The National Council of Teachers of Mathematics.  Chapter 2, Identities, agency, and mathematical proficiency: What teachers need to know to support student learning, pp. 13-26 

Stein, M. K., & Smith, M. (2011). 5 Practices for orchestrating productive mathematics discussions. Reston, VA: National Council of Teachers of Mathematics. Chapter 1, Introducing the five practices, pp. 9-16 

Eddy, C. M., & Kuehnert, E. A. (2018). The advancement of teacher questions in mathematics education. American Educational History Journal, 45(1/2), 33-53. 

Fennell, F., Kobett, B. M., & Wray, J. A. (2017). The Formative 5: Everyday Assessment Techniques for Every Math Classroom. California: Corwin Mathematics and National Council of Teachers of Mathematics. Chapter 2, Interviews, pp. 47-62, & 138 

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematics success for all. Reston, VA: National Council of Teachers of Mathematics. Implement tasks that promote reasoning and problem solving, pp. 17-23