- CCSS Mathematics Standards
- CCSSM Appendix A on Designing HS Math Courses
- WV Next Generation CSOs
- Learning Trajectories
- Progressions
- Tools for the Common Core Standards
- NCTM Math Common Core Coalition
- Implementing the Mathematical Practice Standards
- NCTM Illuminations
- Mathematics Assessment Project

- Persistent Learning, Critical Teaching: Intelligence Beliefs and Active Learning in Mathematics Courses, by Ben Braun
- "There are, it seems, two muses: the Muse of Inspiration, who gives us inarticulate visions and desires, and the Muse of Realization, who returns again and again to say "It is yet more difficult than you thought." This is the muse of form. It may be then that form serves us best when it works as an obstruction, to baffle us and deflect our intended course. It may be that when we no longer know what to do, we have come to our real work and when we no longer know which way to go, we have begun our real journey. The mind that is not baffled is not employed. The impeded stream is the one that sings." (Wendell Berry)

- Most of these materials are associated with Implementing Standards-Based Mathematics Instruction, by Stein, Smith, Henningsen, and Silver
- Cognitive Levels Powerpoint
- Cognitive Levels of Tasks
- Decline and Maintenance of Cognitive Levels
- Cognitive Levels Vignettes
- Simple Activity Template

- Adding "Place" Value to Your Mathematics Instruction, by Vena Long
- Mathematics In Rural Appalachia: Place-Based Mathematics Lessons
- "A community is the mental and spiritual condition of knowing that the place is shared, and that the people who share the place define and limit the possibilities of each other's lives. It is the knowledge that people have of each other, their concern for each other, their trust in each other, the freedom with which they come and go among themselves." (Wendell Berry)
- "Whatever doesn't fit a place is wrong, Berry said. It doesn't matter if it is true or false. If it doesn't belong, it is wrong. Without a standard of place as a measure of real prosperity, Berry said, we will never know what to make of development, technology, research, education, modernization, religion and the environment, or ecosphere." http://home2.btconnect.com/tipiglen/berry.html
- Geese appear high over us,

pass, and the sky closes. Abandon,

as in love or sleep, holds

them to their way, clear

in the ancient faith: what we need

is here. And we pray, not

for new earth or heaven, but to be

quiet in heart, and in eye,

clear. What we need is here.

(Wendell Berry)

- Essential Understandings
- NCTM Yearbook, Understanding Geometry for a Changing World. See, e.g., Chapter 7, "Highlights of Research on Learning School Geometry", by Michael T. Battista; Chapter 12, "Teaching Geometry for Conceptual Understanding: One Teacher's Perspective, by James Paniati; Chapter 15, "Using Interactive Geometry Software to Teach Secondary School Geometry: Implications from Research", by Karen F. Hollebrands and Ryan C. Smith.

- Geometry with Transformations
- Utah's Mathematics Vision Project
- New Jersey's Integrated Math Materials
- Teaching Geometry According to the Common Core Standards by H. Wu
- Some Proofs
- SMSG Geometry Summary
- SMSG (School Math Study Group)