##

## Publications

### Research Reports

Webb, N. L., Pittelman, S. D., Romberg, T.A., Pitman,
A. J. and Williams, S. R. (1988). *The Urban Mathematics Collaborative
Project: Report to the Ford Foundation on the 1986-87 School Year *(Program
Report 88-1). Madison, Wisconsin: Wisconsin Center for Education Research.

Romberg, T. A., Zarinnia, E. A. and Williams, S. R. (1988). *Teachers'
perceptions of the influence of mandated testing on mathematics instruction*.
Madison, Wisconsin: Wisconsin Center for Education Research.

Romberg, T. A., Zarinnia, E. A., and Williams, S. R. (1990). *Mandated
school mathematics testing in the United States: A survey of state mathematics
supervisors*. Madison, Wisconsin: Wisconsin Center for Education Research.

### Book Reviews

Williams, S. R. (1991). [Review of the book *Understanding
Computers and Cognition* by T. Winograd and F. Flores. Norwood, NJ:
Ablex, 1987]. *Theoretical and Philosophical Psychology*, *11
*(1), 56-60.

Williams, S. R. (1995) A critical look at practice in
mathematics and mathematics education. [Review of *Math Worlds: Philosophical
and Social Studies of Mathematics and Mathematics Education* by Sal
Restivo, Jean Paul Van Bendegem, and Roland Fischer]. *Journal for
Research in Mathematics Education*, *26*(2), 184-188.

###

### Conference Proceedings

Williams, S. R. (1990). The understanding of limit: Three
perspectives. In G. Booker, P. Cobb, and T. N. de Mendicuti (Eds.) *Proceedings
of the Fourteenth Conference of the International Group for the Psychology
of Mathematics Education* (Vol I, pp. 101-108).

Williams, S. R., and Ivey, Kathy M. C. (1994). Exploring
the Social *Proceedings of the Sixteenth Annual Meeting of the North
American Chapter of the International Group for the Psychology of Mathematics
Education*in Social Construction. In D. Kirschner, (Ed.), (Volume
2, pp. 105-111). Baton Rouge, LA: Louisiana State University.

Walen, S. B., and Williams, S. R. (1995). Heidegger and
hall duty: Using vignettes of teachers' daily practice to triangulate
observational data. In D. T. Owens, M. K, Reed, & G. M. Millsaps
(Eds.), *Proceedings of the Seventeenth Annual Meeting, North American
Chapter of the International Group for the Psychology of Mathematics
Education *(Vol 2 , pp. 6-12). Columbus, OH: ERIC Clearinghouse for
Science, Mathematics, and Environmental Education.

Williams, S. R., Khisty, L. L., and Pack, M. (1997). Teachers'
beliefs about mathematics as assessed through repertory grid methodology.
In J. A. Dossey, J. O. Swafford, M. Parmantie, & E. A. Dossey (Eds.),
*Proceedings of the Nineteenth Annual Meeting, North American Chapter
of the International Group for the Psychology of Mathematics Education*
(Vol 2, pp. 453-458). Columbus, OH: ERIC Clearinghouse for Science,
Mathematics, and Environmental Education.

Walen, S. B., Williams, S. R., and Ivey, K. M. C. (1999).
A matter of time: Emotion and performance on mathematics tests. In F.
Hitt & M. Santos, (Eds.), *Proceedings of the Twenty-First Annual
Meeting of the North American Chapter of the International Group for
the Psychology of Mathematics Education* (Vol 2, pp. 662-667). Columbus,
OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Walen, S. B., Williams, S. R., and Ivey, K. M. C. (2000).
Ontology and phenomenology in mathematics education. In M. L. Fernandez,
(Ed.), *Proceedings of the Twenty-Second Annual Meeting of the North
American Chapter of the International Group for the Psychology of Mathematics
Education *(Vol 1, pp. 231-235). Columbus, OH: ERIC Clearinghouse
for Science, Mathematics, and Environmental Education.

Peterson, B. E. and Williams, S. R. (2001). Mentoring
styles in mathematics: Two contrasting cases. In R. Speiser, C. A. Maher,
& C. N. Walter (Eds.), *Proceedings of the Twenty-Third Annual
Meeting of the North American Chapter of the International Group for
the Psychology of Mathematics Education* (Vol 2, pp. 885 – 895).
Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental
Education.

Siebert, D., and Williams S. R. (2003) Students' understanding
of Zn. In N. A. Pateman, B. J. Dougherty, & J. Zilliox (Eds.), *Proceedings
of the 2003 Joint Meeting of PME and PMENA* (pp. 167-173)

Smith, Stephanie Z, Williams, S. R., and Smith, Marvin E. (2005). A process model for change in elementary mathematics teachers’ beliefs and practices. In G. M. Lloyd, M. R.Wilson, J. L. Wilkins, & S. L. Behm, (Eds.). *Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.* [CD-ROM]. Eugene, OR: All Academic

###

### Book Chapters or Sections

Williams, S.R. (1993). Some common themes and uncommon
directions. In T. A. Romberg, E. Fennema, and T. P. Carpenter (Eds.),
*Integrating research on the graphical are presentation of function*
(pp. 313-337). Hillsdale, NJ: Lawrence Erlbaum.

Williams, S. R. (1997). Mathematics (Grades 7--12). In
G. D. Phye (Ed.), *Handbook of academic learning: Construction of
knowledge*, pp. 343-368. San Diego, CA: Academic Press.

Williams, S. R., Smith, S. Z., Mumme, J., and Seago, N.
(1998). Ports of entry into curricular change. In L. Leutzinger (Ed.),
*Mathematics in the middle* (pp. 75-82). Reston, VA: National Council
of Teachers of Mathematics.

Williams, S. R. (2004). Mathematics, Learning of. In C. Speilberger (Ed.) *Encyclopedia of applied psychology. *(Vol 2, pp. 589-593). San Diego: Academic Press.

Hiebert, J., Lambdin, D., and Williams, S. (2008). Reflecting on the conference and looking toward the future. In R. E. Reys & J. A. Dossey (Eds.), *Issues in Mathematics Education, vol. 15: U.S. doctorates in mathematics education: Developing stewards of the discipline* (pp. 241-252). Providence, RI: American Mathematical Society.

###

### Journals

Williams, S.R. (1991). Models of limits in college calculus
students. *Journal for Research in Mathematics Education* , *22*(3),
219-236.

Williams, S. R. (1993). Mathematics and being in the world:
Toward an interpretive framework. *For the Learning of Mathematics*,
*13*(2), 2-7.

Williams, S. R., and Baxter, J. R. (1996). Dilemmas of
Discourse-Oriented Teaching in One Middle-School Mathematics Classroom.
*The Elementary School Journal*, *97*(1), 21--38.

Peterson, B. E., & Williams, S. R. (1998). Mentoring
Beginning Teachers. *Mathematics Teacher*, *91*(8), 730-734.

Walen, S. B., Williams, S. R., and Barton, H. (1999).
Dollars and Sense: A Case of Distributed Cognition. *Mathematics Education
Research Journal *, *11*(1), 54 - 69.

Walen, S. B., and Williams, S. R. (2000). Validating Classroom
Issues: Case Method in Support of Teacher Change. *Journal of Mathematics
Teacher Education*, *3*, 3-26.

Williams, S. R. (2001). Predications of the limit concept:
An application of repertory grids. *Journal for Research in Mathematics
Education*, *32*(4), 341-367.

Williams, S. R. & Ivey, K. M. C. (2001) Affective
assessment and mathematics classroom engagement: A case study. *Educational
Studies in Mathematics*, *47*, 75-100.

Walen, S. B. & Williams, S. R. (2002). A matter of
time: Emotional responses to timed tests. *Educational Studies in
Mathematics*, *49*(3), 361-378.

Walen, S. B., Williams, S. R., & Garner, B. E. (2003).
Preservice teachers learning mathematics using calculators: A failure
to connect between current and future practice. *Teaching and Teacher
Education*, *19*(4), 445-462.

Peterson, B. E., Williams, S. R., & Durrant, V. (2005). Factors that affect mathematical discussion among secondary student teachers and their cooperating teachers. *New England Mathematics Journal*, *37*(2), 41-49.

Smith, Z.S., Williams, S.R & Smith, M.E. (2005, July 20). Elaborating a Change Process Model for Elementary Mathematics Teachers’ Beliefs and Practices. Current Issues in Education [On-line], 8(15). Available: http://cie.asu.edu/volume8/number19/index.html

Peterson, B. E. &Williams, S. R. (2008). Learning Mathematics For Teaching in the Student Teaching Experience: Two Contrasting Cases. *Journal of Mathematics Teacher Education, I1*, 459-478.

Baxter, J. & Williams, S. R. (2010) Social and analytic scaffolding in middle school mathematics: Managing the dilemma of telling. *Journal of Mathematics Teacher Education*, *13*, 7-26.

## Presentations

Discussant in a symposium offered by the National Center
for Research in Mathematical Sciences Education, Curriculum/Assessment
Working Group, held at the Tenth Annual Meeting of the North American
Chapter of the International Group for the Psychology of Mathematics
Education, November 2-5, 1988, at Northern Illinois University.

Participant and respondent to conference, Integrating
Research on Graphical Representations of Function, held September 28
and 29, 1989, at the University of Wisconsin-Madison.

Respondent to presentations on Integrating Research on
Graphical Representation of Function at the Research pre-Session of
the 1990 Annual Meeting of the National Council of Teachers of Mathematics,
April 16 - 18, 1990, Salt Lake City, Utah.

*The understanding of limit: Three perspectives*,
presented at the Fourteenth Annual conference of the International Group
for the Psychology of Mathematics Education, July 15 - 20, 1990, Oaxtepec,
Mexico.

*Mathematics and being in the world*, presented at
Oregon Educational Research Association Annual Meeting, October 1991,
Portland Oregon.

Presentation on features of Cognitively Guided Instruction
programs given at Partnerships in Education Conference, Lewiston, Idaho,
October 1990, and October 1991.

*Kerygma and being for the other: A continental view
of classroom discourse*, presented at International Congress on Mathematical
Education, August 17-23, 1992, Quebec, Canada.

*Education and the metaphysic of things: Disabling the
transmission metaphor*, presented at 100th Annual Meeting of the
American Psychological Association, August 15, 1992, Washington D.C.

*Conceptual splatter and metaphorical noise*, (with
S.B. Walen) presented at 16th Annual Conference of the International
Group for the Psychology of Mathematics Education, August 1992, University
of New Hampshire.

*The everyday and the mathematical: The social construction
of proof *, presented at a research reporting session of the 71st
Annual Meeting of the National Council of Teachers of Mathematics, March
31-April 3, 1993, Seattle, WA.

*Classroom discourse and lesson crafting: Transitions
in constructivist teaching*, (with Juliet Baxter) paper presented
as part of symposium "Mathematical Discourse: Four Approaches to
Examining How Teachers and Student Renegotiate Classroom Talk,'' presented
at the American Educational Research Association Annual Meeting, April
12-16, 1993, Atlanta, Georgia.

*Investment of self as a component of mathematical engagement*,
(with Kathy M. C. Ivey) presented at the Fifteenth Annual Meeting of
the North American Chapter of the International Group for the Psychology
of Mathematics Education, October 17-20, 1993 Asilomar, California.

*Giving reform a shot in the arm: An injection model
for adopting the Standards*, presented at a research reporting session
at the 1994 Annual Meeting of the National Council of Teachers of Mathematics,
April 1994, Indianapolis, Indiana.

*Teachers' explanations: When and how they are used
in constructivist instruction*, (with Juliet Baxter), presented at
American Educational Research Association Annual Meeting, 4-8 April
1994, New Orleans, Louisiana.

*Research Symposium: Multiple World Views Along the
Journey to Reform*, (Presider, Presenter, and Organizer), presented
at the Research Pre-Session of the NCTM Annual Meeting, 12 April 1994,
Indianapolis, Indiana.

*Exploring the social in social construction*, (with
Kathy M. C. Ivey), presented at the Sixteenth Annual Meeting of the
North American Chapter of the International Group for the Psychology
of Mathematics Education, 5--8 November 1994, Baton Rouge, Louisiana.

*Classroom communication: Where past and future meet
in understanding mathematics*, presented at the 73rd Annual Meeting
of the National Council of Teachers of Mathematics, 6--9 April 1994,
Boston, Massachusetts.

*Activity structures in constructivist classrooms*,
(with Jill Baxter), presented at the 1995 Annual Meeting of the American
Education Research Association, 18--22 April 1995, San Francisco, California.

*Heidegger and hall duty: Using vignettes of teacher's
daily practice to triangulate observational data*, (With Sharon Walen).
Presented at the Seventeenth Annual Meeting of the North American Chapter
of the International group for the Psychology of Mathematics Education
(PME-NA 17), 21--24 October 1995, Ohio State University.

*Teacher's beliefs about mathematics as assessed through
repertory grid methodology *(with Lena Khisty & Miriam Pack),
presented at the Nineteenth Annual Meeting of the North American Chapter
of the International Group for the Psychology of Mathematics Education
(PME-NA 19), 18--21 October 1997, Bloomington, Illinois.

*A matter of time: Emotion and performance on mathematics
tests* (With Sharon Walen and Kathy M. C. Ivey), presented at 21st
Annual Meeting of the North American Chapter of the International Group
for the Psychology of Mathematics Education, Cuernavaca, Mexico, October
23-26, 1999.

*Mathematical discussions in cooperating-teacher - student
teacher dyads* (with Blake Peterson and Vari Durrant), presented
at the Research Presession of the 79th Annual Meeting of the National
Council of Teachers of Mathematics, 10-12 April 2000, Chicago, Illinois.

*Ontology and phenomenology in mathematics education*
(With Sharon Walen and Kathy M. C. Ivey), presented at 22nd Annual Meeting
of the North American Chapter of the International Group for the Psychology
of Mathematics Education, Tucson, Arizona, October 7-10, 2000.

*Mentoring styles in mathematics: Two contrasting cases*
(With Blake E. Peterson), presented at the 23rd Annual Meeting of the
North American Chapter of the International Group for the Psychology
of Mathematics Education, Snowbird, Utah, October 18-21, 2001.

*Students' understanding of Zn* (With Daniel Siebert),
presented at the 27th Annual Meeting of the Interational Group for the
Psychology of Mathematics Education, Honolulu, Hawaii, July 13-18, 2003.

*Theories of Advanced Mathematical Thinking: What They Look Like, What They Do for Us, and What They Do to Us.* Plenary Address given at SIG-MAA on Research in Undergraduate Matheamtics Education annual meeting, Scottsdale, Arizona, October 23-26, 2003.

* Understanding-in-Discourse as a Tool for Coordinating the Individual and Social Aspects of Learning* (with Daniel Siebert), presented at the 28th Annual Meeting of the North American Chapter of the Interational Group for the
Psychology of Mathematics Education, Toronto, Canadai, October 21-24, 2004.

*A Process Model for Change in Elementary Mathematics Teachers' Beliefs and Practices *(with Stephanie Z. Smith and Marvin E. Smith). Presented at 27th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Roanoke, VA, October 20 – 23, 2005.

Discussant to Plenary Address given by Denise Mewborn at 27th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Roanoke, VA, October 20 – 23, 2005.

Discussant (with Jim Hiebert and Diana Lambin) at Conference on Doctoral Programs in Mathematics, Kansas City, MO, September 23 – 26, 2007.

*Exploring the Mathematics in Mathematics Education*. Plenary Address given at the opening session of the Research Presession of the NCTM Annual Meeting, Salt Lake

City, Utah, April 7 – 9, 2008.

## Grants

College Calculus Students' Understanding of Graph Continuity
submitted to Washington State University Summer Stipend program for
Summer 1990. Amount: $3000.

Classroom Discourse in Middle School Mathematics Classes
submitted to Washington State University Research Grant-in-Aid program
for the period 7/1/91 through 6/30/92. Amount: $9991.

A Study of Classroom Discourse as a Mediator of Beliefs
and Understanding in Middle School Mathematics, funded by the National
Science Foundation for the period 8/16/91 through 8/15/93 (extended
through 8/94). Amount: $273,061.

##

## Professional Service

Member of Editorial Board, *Journal
for Research in Mathematics Education*, April 1996-April 1999.

Editor, *Journal
for Research in Mathematics Education*, May 2004- April 2008.

##

Memberships

North American
Chapter of the International Group for the Psychology of Mathematics
Education (PME-NA)

National
Council of Teachers of Mathematics (NCTM)

American
Educational Research Association (AERA)