Publications

Pournara, C., Hodgen, J., Sanders, Y., & Adler, J. (2016). Learners’ errors in secondary algebra: Insights from tracking a cohort from Grade 9 to Grade 11 on a diagnostic algebra test. Pythagoras, 37(1). doi: http://dx.doi.org/10.4102/pyth...

Pournara, C., Hodgen, J., Adler, J., & Pillay, V. (2015). Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in mathematics? South African Journal of Education, 35(3), 1-10. doi: 10.15700/saje.v35n3a1083

Pournara, C., & Barmby, P. (2019). No significant impact on learner attainment - really? A quasi-experimental impact study of a professional development course for secondary maths teachers. In N. Govender, R. Mudaly, T. Mthethwa & A. Singh-Pillay (Eds.), 27th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (pp. 86-97). Durban.

Adler, J. & Sfard, A. (Eds.) (2017) Research for educational change: Transforming researchers' insights into improvement in mathematics teaching and learning. Routledge: London.

Ntow, F.D. & Adler, J. (2018) Identity resources and mathematics teaching identity: an exploratory study. ZDM Mathematics Education 51, 419-432.

Ronda, E. & Adler, J. (2017) Mining mathematics in textbook lessons. International Journal of Science and Mathematics Education. 15, 1097–1114. DOI: 10.1007/s10763-016-9738-6.

Adler, J., & Ronda, E. (2015). A framework for describing Mathematics Discourse in Instruction and interpreting differences in teaching. African Journal of Research in Mathematics, Science and Technology Education. 19, 3, 237-254. doi:DOI:10.1080/10288457.2015.1089677

Adler, J. & Patahuddin, S (2012) Recontexualising items that measure mathematical knowledge for teaching into scenario based interviews: an investigation. Journal of Education. 56, 1 – 12.

Venkat, H., & Adler, J. (2012). Coherence and connections in teachers’ mathematical discourses in instruction. Pythagoras, 33(3), Art. #188, 8 pages.

Adler, J (2010) Mathematics for teaching matters. Education as Change. 14(2), 123-135.

Adler, J., & Alshwaikh, J. (2019). A Case of Lesson Study in South Africa. In R. Huang, A. Takahashi, & J. da Ponte (Eds.), Theory and practice of lesson study in mathematics. Advances in Mathematics Education. (pp. 317 – 342). Dordrecht: Springer. htt

Adler & Pournara (in press) Handbook on teacher education

Venkat, H. & Adler, J. (in press) ERME book chapter

Adler, J. & Ronda, E. (2017a) Mathematical discourse in instruction matters. In Adler, J. & Sfard, A. (Eds.) Research for educational change: Transforming researchers' insights into improvement in mathematics teaching and learning. (pp. 64-81) Routl

Adler, J. & Ronda, E. (2017b) A lesson to learn from. In Adler, J. & Sfard, A. (Eds.) Research for educational change: Transforming researchers' insights into improvement in mathematics teaching and learning. (pp. 133-143) Routledge: London.

Adler, J. (2017) Mathematics Discourse in Instruction (MDI): A discursive resource as boundary object across practices. In Kaiser, G. (Ed.), Proceedings of the 13th International Congress on Mathematical Education, ICME-13 Monographs, pp 125 – 143, DO

Adler, J. (2017). Mathematics Teachers’ “take-up” from professional development. In Th. Zachariadis, D. Potari, G. Psycharis (eds.). Proceedings of the 7th Greek Conference of the Greek Association of Researchers of Mathematics Education: Mathematical knowledge and teaching practices (pp. 24-35), Athens: GARME

Alshwaikh, J. & Adler, J. (2017). Researchers and teachers as learners in Lesson Study. In M. K. Mhlolo, S. N. Matoti, & B. Fredericks (Eds.), SAARMSTE Book of Long Papers (pp. 2-14). Free State, South Africa: Central University of Technology

Adler, J. (2015) Turning mathematical knowledge for teaching social. In Jorgensen, R. & Gates, P. (Eds.) Shifts in the Field of Mathematics Education: Stephen Lerman and the turn to the social. Springer. Dordrecht. Pp. 139-150

Adler, J. and Venkat, H. (2014) Teachers’ mathematical discourse in instruction: Focus on examples and explanations. In Venkat, H., Rollnick, M., Loughran, J. and Askew, M. (2014) Exploring mathematics and science teachers’ knowledge: Windows into teacher thinking. Oxford: Routledge. Pp. 132-146.

Ronda, E. & Adler, J (2019) PME proceedings

Leshota, M. & Adler, J. (2018) Disaggregating a Mathematics Teacher’s Pedagogical Design Capacity. In L. Fan, L. Trouche, C. Qi, S. Rezat, & J. Visnovska (Eds) Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues. (pp. 89-118). Springer: Switzerland

Pillay, V. & Adler, J. (2015) Evaluation as key to describing the enacted object of learning. International Journal for Lesson and Learning Studies. 4, 3, 1-22.

Alshwaikh, J., Adler, J. (2017). Tensions and dilemmas as source of coherence. MES9 Conference, Greece, April 2017, Long paper, electronic publication.