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Gearhart, M., Leveille Buchanan, N., Collett, J., Diakow, R., Kang, B., Saxe, G.B., McGee, A. (2014).
Identifying opportunities to learn in mathematics discussions in heterogeneous eementary classrooms. Unpublished manuscript,
University of California, Berkeley.

Leveille Buchanan, N., Collett, J., McGee, A., & Gearhart, M. (2014). Teachersâ€™ orientations
to a curriculum-supported pedagogical practice in mathematics. Unpublished manuscript, University of California, Berkeley.

Gearhart, M., Saxe, G. B., Earnest, D., Haldar, L. C., McGee, A., & Sitabkhan, Y. (2015).
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Saxe, G. B., de Kirby, K. Le, M., Sitabkhan, Y., & Kang, B. (2015). Understanding
learning across lessons in classroom communities: A multi-leveled analytic approach. To appear in A. Bikner-Ahsbahs, G.
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contexts. *Teaching Children Mathematics, 20(7),* 426-435.

Saxe, G. B., Diakow, R., & Gearhart, M. (2013). Towards curricular coherence in integers
and fractions: The efficacy of a lesson sequence that uses the number line as the principal representational context.
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and linear units: Elementary students' strategies for locating whole numbers on the number line. *Mathematical Thinking
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Pfotenhauer, J., Kleine, R., Sitabkhan, Y., & Earnest, D. (2013, May). Shifting understanding
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ideas in classroom communities. In B. Schwartz, T. Dreyfus and R. Hershkowitz (Eds.), *Transformation of knowledge
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