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Recent Publications by CRMSE Members

Note: CRMSE members in bold text. CRMSE associate members are in red text. Current and former graduate students in orange text.

Asera, R., T. Carey, M. Davis, W. Moore, C. Walker and S. Williams. Improving Mathematics Learning in Community Colleges: Building a Professional Community of Teachers, California Community Colleges Success Network and Washington State Board of Community and Technical Colleges, May 2014.

Bagley, S., Rasmussen, C., & Zandieh, M. (2015). Inverse, composition, and identity: The case of function and linear transformation. Journal of Mathematical Behavior, 37, 36-47.

Bagley, S., Rasmussen, C., & Zandieh, M. (2012). Inverse, composition, and identity: The case of function and linear transformation. In (Eds.) S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman, Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, 2012, Portland, Oregon.

Beck, L., & Chizhik, A. W. (in press).  Cooperative Learning Instructional Methods for CS1: Design, Implementation, and Evaluation.  Transactions on Computing Education.

Becker, N., Rasmussen, C., Sweeney, G., Wawro, M., Towns, M., & Cole, R. (2013). Reasoning using particulate nature of matter: An example of a sociochemical norm in a university-level physical chemistry class. Chemistry Education Research and Practice, 14, 81-94.

Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B.  (in press).  Leveraging Structure:  Logical Necessity in the Context of Integer Arithmetic.  Mathematical Thinking and Learning.

Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Whitacre, I. (2011). First graders outwit a famous mathematician. Teaching Children Mathematics, 17, 350–358.

Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., Schappelle, B. P., & Lewis, M. (2014). Obstacles and affordances for integer reasoning: An analysis of children’s thinking and the history of mathematics. Journal for Research in Mathematics Education, 45 (1), 19-61.

Bowers, J., Bezuk, N., Aguilar, K., & Klass, S. (2011). Designing applets that instantiate effective mathematics pedagogy. Journal of Technology and Teacher Education, 19 (1), 45–72.

Bowers, J., Bezuk, N., & Aguilar, K. (2011). Adapting the mathematical task framework to design online didactic objects. International Journal of Mathematical Education in Science and Technology, 42 (4), 481–495.

Bowers, J., Passentino, G., & Connors, C. (2012). What is the complement to a procedural video: An analysis of how videos can be designed to support productive mathematical practices. Journal of Computers in Mathematics and Science Teaching, 213-248.

Bowers, J., Zazkis, D., & Garcia, M. (in press). Designing and implementing interactive applets to support the development of a “what if” propensity. To appear in E. Kelly and M. Seppala, Teaching and Learning with MOOCs. Prentice Hall.

Bressoud, D., & Rasmussen, C. (2015). Seven characteristics of successful calculus programs. Notices of the American Mathematical Society, 62(2), 144-146.

Bressoud, D., Carlson, M., Vilma, M., & Rasmussen, C.  (2013). The calculus student: Insights from the Mathematical Association of America national study. International Journal of Mathematical Education in Science and Technology, DOI:10.1080/0020739X.2013.798874.

Bush, S.D., N.J. Pelaez, J.A. Rudd II, M.T. Stevens, K.D. Tanner, K.S. Williams (2013). Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States. Proceedings of the National Academy of Sciences (PNAS) 110 (18): 7170–7175, doi:10.1073/pnas.1218821110.

Bush*, S.D., N.J. Pelaez*, J.A. Rudd*, M.T. Stevens*, K.D. Tanner*, K.S. Williams* (*all co-first authors listed alphabetically). 2011. Investigation of Science Faculty with Education Specialties (SFES) within the Largest University System in the United States. CBE–Life Sciences Education 10 (1): 25–42. This article also appears in the CBE–Life Sciences Education Highlights of 2011 special edition, pp. 86–103. “Articles are selected to represent the breadth of work published in the journal and to be exemplars of life science education research and evidence-based practice.” It was also named by the journal Science (vol 332:14; 1 April 2011) as an “Editors’ Choice: Highlights of the Recent Literature.”

Carbol, B. and T. Carey, Assessment Support for Teaching with Online Learning. Council of Ontario Universities Research Report, OOLI – 02, 2014.

Carey, T., Davis, A., Ferreras, S., & Porter, D. (2015). Using Open Educational Practices to Support Institutional Strategic Excellence in Teaching, Learning & ScholarshipOpen Praxis, 7(2), 161-171. doi:10.5944/openpraxis.7.2.201 

Carey, T. and B. Carbol, Faculty Support for Teaching with Online Learning. Council of Ontario Universities Research Report, OOLI – 01, 2014.

Carey, T. & Trick, D. (2013, July). How online learning affects productivity, cost and quality in higher education: An environmental scan and review of the literature. Research Report for the Higher Education Quality Council of Ontario, July 2013.

Carey. T. (2013). Perspectives on Quality Teaching in Higher Education: Learning Outcomes, Exemplar and Model. Invited foreword for Cases on Quality Teaching Practices in Higher Education, Diane Salter (Editor). IGI Global: Hershey PA.

Carey, T. (2012, December).  Contributing author for report to the National Science Foundation (U.S.) Retrospective Essays on a Decade of Building a National Science Digital Library to Transform STEM Education. Science Education Research Center, Carleton College. http://serc.carleton.edu/files/p2p_redux/retrospective_essays_decade_bu.pdf

Carey, T., K. Nakayama and L. Zweier, Sharing Innovations in STEM Education Through Digital Stories: a case study in Organic Chemistry, The Chemical Educator, Vol. 17, 15–22, 2012. http://chemeducator.org/bibs/0017001/17120015.htm

Carlson, M., Rasmussen, C., Bressoud, D., Pearson M., Jacobs, S., Ellis, J., and Weber, E. (2011, February). Surveying mathematics departments to identify characteristics of successful programs in college Calculus. Paper presented at the Fourteenth Conference on Research in Undergraduate Mathematics Education, Portland, OR.

Cathcart, W. G., Pothier, Y. M., Vance, J. H., & Bezuk, N. S. (2011). Learning mathematics in elementary and middle school: A learner-centered approach (5th ed.). Boston: Pearson.

Chizhik, E. W., & Chizhik, A. W. (2013, April).  Planning and thinking: Using Activity Theory to examine the effectiveness of lesson planning and reflection.  Presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Cole, R., Becker, N., Towns, M., Sweeney, G., Wawro, M., & Rasmussen, C. (2012). Adapting a Methodology from Mathematics Education Research to Chemistry Education Research: Documenting Collective Activity. International Journal of Science and Mathematics Education, 10, 193–211.

Curlango, C. R., Ponce, G., and Lopez-Morteo, G. (2011). A specialized search assistant for learning objects. ACM Transactions of the web

Derting, T., K.S. Williams, J.L. Momsen, T.P. Henkel. 2011. Education Research: Set a High Bar. Science 333 (2 September 2011): 1220–1221.

Ellis, J., Hanson, K., Nuñez, G., & Rasmussen, C. (in press). The structure, content, and feedback of Calculus I homework at doctoral degree granting institutions and differences between “successful” and “less successful” Calculus I programs. International Journal of Research in Undergraduate Mathematics Education.

Ellis, J., Kelton, M., & Rasmussen, C. (2014). Student perceptions of pedagogy and persistence in calculus. ZDM – The International Journal on Mathematics Education. DOI: 10.1007/s11858-014-0577.

Ellis, J., Henderson, F., Rasmussen, C., and Zandieh, M. (2012, February). Student reasoning about linear transformations. Paper presented at the Fifteenth Conference on Research in Undergraduate Mathematics Education, Portland, OR.

Fisher, K.M., K.S. Williams, J.E. Lineback. 2011. Osmosis and diffusion conceptual assessment. CBE–Life Sciences Education 10 (4): 418–29. Winter 2011.

Friedman, J., Bohonak, A., Levine, R. A. (2013). When Are Two Pieces Better than One, Fitting and Testing OLS and RMA Regressions. Environmetrics 24, 306-316. 

Goff, L., M. K. Potter, E. Pierre, T. Carey, A. Gullage, E. Kustra, R. Lee, V. Lopes, L. Marshal, L. Martin, J. Raffoul, A. Siddiqui, and G. Van Gastel. Learning Outcomes Assessment: A Practitioner’s Handbook. Higher Education Quality Council of Ontario, Research Report 13/14- 008, 2015.

Grissom, S., Simon, E., Beck, L., & Chizhik, A. (2013, March).  Alternatives to lecture: Revealing the power of peer instruction and cooperative learning.  Presented at the Association for Computing Machinery Special Interest Group on Computer Science Education Conference, Denver, CO.

Hallett, M. J., Fan, J., Su, X. G., Nunn, M. E., and Levine, R. A. (2014). On Variable Importance Rankings for Correlated Survival Data, with Applications to Tooth Loss. Statistical Modeling 14, 523-547. 

Hawthorne, C. & Rasmussen, C. (2015). A framework for characterizing students' thinking about logical statements and truth tables. International Journal of Mathematical Education in Science and Technology, 46(3), 337-353.

Heck, D., Tarr, J., Hollebrands, K., Walker, E., Berry, R., Baltzley, P., Rasmussen, C., King, K. (2012). Reporting research for practitioners: Proposed guidelines. Journal for Research in Mathematics Education, 43(2), 126-147.

Hershkowitz, R., Tabach, M., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts in a probability class: A case study. DM – The International Journal on Mathematics Education. DOI: 10.1007/s11858-014-0576-0.

Jacobs, V., Martin, H., Ambrose, R, & Philipp, R. A.  (2014).  Warning Signs: Challenges to Children’s Understandings.  Teaching Children Mathematics, 21(2), 107-113.

Jacobs, V., Sherin, M., & Philipp, R.  (2013).  Mathematics teacher noticing:  A hidden skill of teaching.  Proceedings of the 35th annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1329–1333), Chicago, IL.

Jacobs, V. R., Lamb, L. C., Philipp, R. A., & Schappelle, B. P. (2011). Deciding how to respond on the basis of children’s understandings. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 97–116). New York: Routledge (Taylor & Francis Group).

Jacobs, V. R., Philipp, R. A., & Sherin, M. G. (2011). Preface. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teaching noticing: Seeing through teachers’ eyes (pp. xxv–xxvii). New York: Routledge.

Johnson, E., Ellis, J., & Rasmussen, C. (in press). It’s about time: The relationships between coverage and instructional practices in college calculus. International Journal of Mathematical Education in Science and Technology

Keene, K., & Rasmussen, C. (2013). Sometimes less is more:  Examples of student-centered technology as boundary objects in differential equations. In S. Habre (Ed.), Enhancing mathematics understanding through visualization: The role of dynamical software (pp. 12-36). Hershey, PA: IGI Global.

Keene, K., Rasmussen, C., & Stephan, M. (2012). Gestures and a chain of signification: The case of equilibrium solutions. Mathematics Education Research Journal, 24, 347-369.

Laird, R., T. Wiesnowski, D. Salter and T. Carey (2016). Integrating Outputs, Outcomes and Impacts for Experiential Learning in a Cross-Cultural Field School, chapter accepted for Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes, C. Wankel and L. Wankel (eds.), Bingley, UK: Emerald Publishing Group, Cutting-edge Technologies in Higher Education series, forthcoming January 2016.

Lamb, L., Bishop, J., Philipp, R., Whitacre, I., Stephan, M., Bofferding, L., Lewis, J., Brickwedde, J., Bagley, S. & Schappelle, B.  (2013). Building on the emerging knowledge base for teaching and learning in relation to integers.  Proceedings of the 35th annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1362–1366), Chicago, IL.

Lamb, L.C., Bishop, J.P., Philipp, R. A., Schappelle, B. P., Whitacre, I., Lewis, M. (2012). Developing symbol sense for the minus sign. Mathematics Teaching in the Middle School, 18 (1), 5-9.

Lamb, L. L., Bishop, J. P., Philipp, R. A., Schappelle, B. P., Whitacre, I., & Lewis, M. (2012). High school students’ conceptions of the minus sign. Mathematics Teaching, (227), 40–44.

Leung, K., Rasmussen, C., Shen, S., & Zazkis, D. (2014). Calculus from a statistics perspective. College Mathematics Journal, 45(5), 377-386.

Levine, R. A., Fan, J., Su, X-G., Nunn, M. E. (2014). Bayesian Survival Trees for Clustered Observations, Applied to Tooth Prognosis. Statistical Analysis and Data Mining 7, 111-124.

Levine, R. A., Sampson, E., and Lee, T. (2014).  Journal of Computational and Graphical Statistics.  WIREs Computational Statistics 6, 233-239.

Lobato, J., (in press). Why do we need a set of conceptual learning goals in algebra when we are drowning in standards? In K. C. Moore, L. P. Steffe & L. L. Hatfield (Eds.), Epistemic algebra students, WISDOMe Monographs (Vol. 4). Laramie, WY: University of Wyoming.


Lobato, J., Hohensee, C., & Diamond, J. (in press). What can we learn by comparing students’ diagram-construction processes with the mathematical conceptions inferred from their explanations with completed diagrams? Mathematics Education Research Journal. doi 10.1007/s13394-013-0106-3

Lobato, J. (2012). The actor-oriented transfer perspective and its contributions to educational research and practice. Educational Psychologist, 47(3), 1–16.

Lobato, J., Hohensee, C., Rhodehamel, B., & Diamond, J. (2012). Using student reasoning to inform the development of conceptual learning goals: The case of quadratic functions. Mathematical Thinking and Learning, 14(2), 85–119.

Lobato, J., & Rhodehamel, B., & Hohensee, C. (2012). “Noticing” as an alternative transfer of learning process, Journal of the Learning Sciences, 21(3), 1–50.

Lobato, J., & Diamond, J. (2013). Cross-cutting themes from international research on early algebra. Journal for Research in Mathematics Education, 44(4), 730-735.

Lobato, J., Hohensee, C., & Rhodehamel, B. (in press). Students’ mathematical noticing. Journal for Research in Mathematics Education, 44(5).

Nemirovsky, R. (2011). Episodic feelings and transfer of learning. Journal of the Learning Sciences, 20(2), 308–337.

Nemirovsky, R., Kelton, M. L., & Rhodehamel, B. (2013). Playing mathematical instruments: Emerging perceptuomotor integration with an interactive mathematics exhibit. Journal for Research in Mathematics Education, 44(2), 372-415.

Nemirovsky, R., Kelton, M. L., & Rhodehamel, B. (2012). Gesture and imagination: On the constitution and uses of phantasms. Gesture, 12(2), 130-165.

Nemirovsky, R., Rasmussen, C., Sweeney, G., & Wawro, M. (2012). When the classroom floor becomes the complex plane: Addition and multiplication as ways of bodily navigation. Journal of the Learning Sciences, (21) 2, 287–323.

Nickerson, S.D., Fredenberg, M., & Druken, B.K. (2014). Hybrid lesson study: Extending lesson study on-line. International Journal for Lesson and Learning Studies, 3(2), 152 – 169.

Pang, V.O. & Park, C.D. (2011). “Creating interdisciplinary multicultural teacher education: Courageous leadership is crucial.” In Arnetha Ball & Cynthia Tyson (Eds.), Studying Diversity in Teacher Education. Washington, DC: American Educational Research Association and Boston, MA: Rowan and Littlefield, pp. 63–80.

Philipp, R. A.  (in press).  Valorization of Knowledge as a Component of Understanding and Building Upon Students’ Thinking. (Editors Unknown.) Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms.  Information Age Publishing.

Philipp, R. A., & Hawthorne, C.  (in press)  Unpacking Referent Units in Fraction Division. Teaching Children Mathematics.

Philipp, R. A. & Siegried, J.  (2015). Studying Productive Disposition: The Early Development of a Construct.  Journal of Mathematics Teacher Education, 18(5), 489–499.

Philipp, R. A.  (2014).  Research on teachers’ focusing on children’s teaching in learning to teach:  Teacher noticing and learning trajectories.  J. J. Lo, K. R. Leatham, and L. R. Van Zoest (Eds.), Research Trends in Mathematics Teacher Education.  Springer.

Philipp, R., Cabral, C., & Schappelle, B. (2011). IMAP (Integrating Mathematics and Pedagogy): Searchable collection of children’s-mathematical-thinking video clips [Computer software]. Boston: Pearson.

Philipp, R., & Schappelle, B. (2011). Facilitator’s guide for IMAP (Integrating Mathematics and Pedagogy): Searchable collection of children’s-mathematical-thinking video clips. New York: Pearson.

Rasmussen, C., Wawro, M., & Zandieh, M. (2015). Examining individual and collective level mathematical progress. Educational Studies in Mathematics, 88(2), 259-281. DOI 10.1007/s10649-014-9583-x

Rasmussen, C., & Ellis, J. (2015). Calculus coordination at PhD-granting universities: More than just using the same syllabus, textbook, and final exam. In D. Bressoud, V. Mesa, & C. Rasmussen (Eds.). Making the connection: Research and teaching in undergraduate mathematics education (pp. 107-115). Washington, DC: The Mathematical Association of America.

Rasmussen, C., Marrongelle, K., & Borba, M. (2014). Research on calculus: What do we know and where do we need to go? ZDM – The International Journal on Mathematics Education, 46(4), 507-515. DOI: 10.1007/s11858-014-0615-x

Reed, S, K. and Pease, A. (2015).  Formal ontologies as standards for knowledge organization. submitted.

Reed, S, K. and Pease, A. (2015). A framework for constructing cognition ontologies using WordNet, FrameNet and SUMO. Cognitive Systems Research, 33, 122-144.

Reed, S. K. (2015). Problem solving. In S. Chipman (Ed.), Oxford Handbook of Cognitive Science. New York: Oxford University Press. (Oxford Handbooks Online)

Reed, S. K. (2014). Computational models of visuospatial reasoning. Submitted.

Reed, S. K. (2014). A taxonomic analysis of abstraction. Submitted for publication.

Reed, S, K. (2014). Review of Grounding Social Sciences in Cognitive Sciences. The Quarterly Review of Biology, 89, 65.

Reed, S, K. (2013). Review of Space to Reason: A Spatial Theory of Human Thought. The Review of Metaphysics, 67, 169-171. (Download PDF)

Reed, S. K., Corbett, A., Hoffman, B., Wagner, A. & MacClaren, B. (2013). Effect of worked examples and Cognitive Tutor training on constructing equations. Instructional Science, 41, 1-24.

Reed, S. K., Stebick, S., Comey, B., & Carroll, D. (2012). Finding similarities and differences in the solutions of word problems. Journal of Educational Psychology, 104, 636-646. (Download PDF)

Reed, S. K. (2012). Learning by mapping across situations. The Journal of the Learning Sciences, 21, 354-398. (Download PDF)

Reed, S. K. (2012). Cognition: Theory and applications (9th ed). Belmont, CA: Wadsworth Cengag

Reed, S. K. (2012). Human cognitive architectures. In N. Seel (Ed.), Encyclopedia of the Sciences of Learning. Springer.

Reed, S. K. (2012). Learning by mapping across situations. The Journal of the Learning Sciences, 21, 354-398.

Reed, S. K. (2012). Working memory. In N. Seel (Ed.), Encyclopedia of the Sciences of Learning. Springer.

Reed, S. K., Stebick, S., Comey, B., & Carroll, D. (2012). Finding similarities and differences in the solutions of word problems. Journal of Educational Psychology, 104, 636-646.

Richardson, G. M., Bowers, J., Woodill, A. J., Barr, J. R., Gawron, J. M., Levine, R. A. (2014). Topic Models: A Tutorial with R. International Journal of Semantic Computing 8, 85-98. 

Rodriguez-Valls, F, and Ponce, G. (2013). Classroom the we space: Developing student-centered practices for second language learner (SLL) students. Education Policy Analysis Archives 25, no. 55.

Selinski, N., Rasmussen, C., Wawro, M., & Zandieh, M. (2014). A method for using adjacency matrices to analyze the connections students make within and between concepts: The case of linear algebra. Journal for Research in Mathematics Education 45(5), 550-583.

Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Routledge (Taylor & Francis Group).

Sharpsten, L., Fan, J., Barr, J. Su, X., Demirel, S., and Levine, R. A. (2013). Predicting Glaucoma Progression using Decision Trees for Clustered Data by Goodness of Split. International Journal of Semantic Computing 7, 157-172. 

Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the Study of Teacher Noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 3–14). New York: Routledge (Taylor & Francis Group).

Sowder, J. S., Sowder, L., & Nickerson, S. (2012). Reconceptualizing Mathematics for Elementary School Teachers, 2nd edition. New York: W. H. Freeman & Co.

Su, X., Fan, J., Levine, R. A., Tan, X., and Tripathi, A. (2013). Multiple-Inflation Poisson Model with L1 Regularization. Statistica Sinica 23, 1071-1090. 

Sweeney, G., & Rasmussen, C. (2014). Re-conceiving Modeling: An Embodied Cognition View of Modeling. In L. Edwards, F. Ferrara, & D. Moore-Russo (Eds.), Emerging perspectives on gesture and embodiment in mathematics (pp. 197-226). Charlotte, NC: Information Age Press.

Tabach, M., Hershkowitz, R., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts in the classroom – A case study. Journal of Mathematics Behavior, 33, 192-208. DOI: 10.1016/j.jmathb.2013.12.001

Thanheiser, E., Philipp, R. A., Fasteen, J., Strand, K., & Mills, B.  (2013).  Preservice-Teacher Interviews: A Tool for Motivating Mathematics Learning.  Mathematics Teacher Educator, 1(2), 34–44.

Thanheiser, E., Philipp, R., & Fasteen, J. (in press). Using interviews to motivate teachers to learn mathematics and reflect on their learning. Proceedings of the 34th annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME–NA 2012), Kalamazoo, MI.

Wawro, M., Rasmussen, C., Zandieh, M., & Larson, C. (2013). Design research within undergraduate mathematics education: An example from introductory linear algebra. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 905-925). Enschede, the Netherlands: SLO. 

Wawro, M., Rasmussen, C., Zandieh, M., Larson, C., & Sweeney, G. (2012). An inquiry-oriented approach to span and linear independence: The case of the magic carpet ride sequence. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 22(8), 577-599. DOI: 10.1080/10511970.2012.667516

Whitacre, I.S. D. Nickerson (2016), Prospective elementary teachers making sense of multidigit multiplication: Leveraging resources, Journal for Research in Mathematics Education, 47 (3).

Whitacre, I., Bishop, J. P., Philipp, R. A., Lamb, L. L., & Schappelle, B. P.  (2014).  Dollars and Sense: Students’ Integer Perspectives.  Mathematics Teaching in the Middle School 20 (2), 84-89.

Whitacre, I., Bishop, J. P., Philipp, R. A., Lamb, L. L., Bagley, S., & Schappelle, B. P. (2015).  ‘Negative of my money, positive of her money’: secondary students’ ways of relating equations to a debt context.  International Journal of Mathematical Education in Science and Technology, 46(2), 234–249.  (http://dx.doi.org/10.1080/0020739X.2014.956822)

Whitacre, I., Bishop, J. P., Lamb, L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. L. (2012). Happy and sad thoughts: An exploration of children’s integer reasoning. Journal of Mathematical Behavior, 31, 356–365.

Whitacre, I., Pierson, J., Lamb, L., Philipp, R., Schappelle, B., & Lewis, M. (2012). What sense do children make of negative dollars? Proceedings of the 34th annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2012), Kalamazoo, MI.

Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. (2011). Integers: History, textbook approaches, and children’s productive mathematical intuitions. Proceedings of the 33rd annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 913–920). Reno, NV.

Williams, K.S., S.D. Bush, N.J. Pelaez, J.A. Rudd, M.T. Stevens, K.D. Tanner. 2012. National Study of Science Faculty with Education Specialties (SFES) in the US. Paper presented at the 97th Ecological Society of America Annual Meeting. Portland, OR. August 5-10, 2012.  http://eco.confex.com/eco/2012/webprogram/Paper37005.html (accessed 9/1/12)

Zablocki, R., Levine, R. A., Schork, A. J., Andreassen, O. A., Dale, A. M., Thompson, W. K. (2014). Covariate-Modulated Local False Discovery Rate for Genome-Wide Association Studies. Bioinformatics 30, 2098-2104.

Zahner, W. (2015). The Rise and Run of a Computational Understanding of Slope in a Conceptually Focused Bilingual Algebra Class. Educational Studies in Mathematics 88(1), 19-41. DOI: 10.1007/s10649-014-9575-x.

Zahner, W.
& Dent, N. (2014) Reconciling representations. The Mathematics Teacher 108(5) 344-354.

Zahner, W. & Gutierrez, R. (in press). Using multiple representations of functions in mathematical discussions with English language learners. Alexandria, VA: TESOL International Association.

Zahner, W. & Willey, C. (2014). Integrating communication in Common Core mathematics for bilingual students. In E. Turner and M. Civil (Eds.) The Common Core State Standards in Mathematics for English Language Learners: Grades K-8 (pp. 51-65). Alexandria, VA: TESOL International Association.

Zandieh, M., Ellis, J., and Rasmussen, C. (2012, February). Student concept images of function and linear transformation. Paper presented at the Fifteenth Conference on Research in Undergraduate Mathematics Education, Portland, OR. [Also under Conference Presentations]

Zaslavsky, O., Nickerson, S. D., Stylianides, A. J., Kidron, I., Winiki-Landman, G. (2012). The need for proof and proving: Mathematical and pedagogical perspectives. In G. Hanna & M. deVilliers (Eds.) Proof and proving in mathematics education (pp. 215–229). New York: Springer. 

Zazkis, D., Rasmussen, C., & Shen, S. (2014). A meaningful approach for teaching the concept of  integration. PRIMUS: Problems, Resources, and Issues un Undergraduate Mathematics Education, 24(2), 116-137. DOI: 10.1080/10511970.2013.843623

Zazkis, D. & Zazkis, R. (2012-2013). Mathematical thinking: how to develop it in the classroomResearch in Mathematics Education, 89-95.

Zazkis, R. & Zazkis, D. (2011). The significance of mathematical knowledge in teaching elementary methods courses: Perspectives of mathematics teacher educators. Educational Studies in Mathematics, 76(3), 247–263.