Making the most of story problems: Honoring students' solution approaches helps teachers capitalize on the power of story problems. No more elusive train scenarios!

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Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms (2012, background): “A number of professional development projects in mathematics have sought to help teachers develop discourse moves to help advance mathematical argumentation in classrooms (Jacobs and Ambrose 2008; Michaels et al. 2002; Mumme and Caroll 2007; Shechtman et al. 2010).”
Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves (2016, methodology): “In prior work, we identified a set of eight categories of responsive-teaching moves based on an analysis of 65 teachers’ one-on-one interviews with 231 children (Jacobs and Ambrose 2008).”
Professional Noticing of Children's Mathematical Thinking. (2010, methodology): “In this study, we chose to focus on participants’ reasoning when selecting a next problem as a way to extend children’s understandings after a correct answer was given (Jacobs & Ambrose, 2008).”