Refereed Journal Articles

  • An, T., Clark, D. L., Lee, H. Y., Miller, E. K., & Weiland, T. (2021). A discussion of programmatic differences within mathematics content courses for prospective elementary teachers. The Mathematics Educator, 30, 52-70.
  • Bishop, J. P., Hardison, H. L., Przybyla-Kuchek, J. E. (2022). Responsiveness to students' mathematical thinking in middle-grades classrooms. Journal for Research in Mathematics Education, 53(1).
  • Bishop, J. P. (2021). Responsiveness and intellectual work: Features of mathematics classroom discourse related to student achievement. Journal of the Learning Sciences, 30(3), 466-508.
  • Bishop, J. P., Hardison, H. L., Przybyla-Kuchek, J. E., & Hassay, E. L. (2020). Leveraging student thinking to foster productive discussions. Mathematics Teacher: Learning and Teaching PreK-12, 113(12), 995-1002.
  • Cook, J. P., Dawkins, P. C.,  & Reed, Z. (2021) Explicating interpretations of equivalence in measurement contexts. For the Learning of Mathematics, 41(3), 36-41
  • Czocher, J., Melhuish, K. M., & Kandasamy, S. S. (2019). Building mathematics self-efficacy of STEM undergraduates through mathematical modelling. International Journal of Mathematical Education in Science and Technology, 1–28.
  • Czocher, J. A., Melhuish, K. M., Kandasamy, S. S. S., & Roan, E. A. (2020). Dual Measures of Mathematical Modeling for Engineering and other STEM Undergraduates. International Journal for Research in Undergraduate Mathematics Education.
  • Czocher, J. A., Moss, D., & Maldonado Rodriguez, L. A. (2020). Revitalizing and Re-purposing Traditional Word Problems. Mathematics Teacher: Learning & Teaching PreK-12.
  • Czocher, J. A., & Tague, J. (2018). Echoes of the Instructors Reasoning: Exemplars of Modeling for Homework. PRIMUS.
  • Czocher, J. A., & Weber, K. (2020). Proof as a cluster concept. Journal for Research in Mathematics Education, 51(1).
  • Czocher, J. A., & Weber, K. (2019). On mathematicians’ disagreements on what constitutes a proof. Research in Mathematics Education.
  • Czocher, J. A., Dawkins, P. C., & Weber, K. (2018). Alternative perspectives on cultural dimensions on proof in the mathematical curriculum: a reply to Shinno et al. For the Learning of Mathematics, 38(2), 25–27.
  • Czocher, J. A., & Moss, D. L. (2018). Frustrations with variables? It’s natural! Mathematics Teaching in the Middle School, 112(1), 10–17.
  • Czocher, J. A. (2018). How does validating contribute to the modeling process. Educational Studies in Mathematics, 99(2), 137–159.
  • Dawkins, P. C. (2020). Identifying aspects of mathematical epistemology that might influence productively student reasoning beyond mathematics. ZDM Mathematics Education, 52(6), 1177–1186.
  • Dawkins, P. C., Cook, J. P., & Zazkis, D. (2022). How do transition to proof textbooks relate logic, proof techniques, and sets? PRIMUS, 32(1), 14-30.
  • Dawkins, P. C., & Zazkis, D. (2021). Using Moment-by-Moment Reading Protocols to Understand Students’ Processes of Reading Mathematical Proof. Journal for Research in Mathematics Education, 52(5), 510–538.
  • Dawkins, P. C., & Roh, K. H. (2019). Assessing the roles of syntax, semantics, and pragmatics in student interpretation of multiply quantified statements in mathematics. International Journal of Research in Undergraduate Mathematics Education., 1–22.
  • Dawkins, P. C., Oehrtman, M., & Mahavier, W. T. (2019). Professor goals and student experiences in an IBL Real Analysis course: A case study. International Journal for Research in Undergraduate Mathematics Education, 5(3), 315–336.
  • Dawkins, P. C. (2019). Students’ pronominal sense of reference in mathematics. For the Learning of Mathematics, 39(1), 13–18.
  • Dawkins, P. C., Inglis, M., & Wasserman, N. (2019). The Use(s) of is in mathematics. Educational Studies in Mathematics, 100(2), 117–137.
  • Foster, J. K., & Lee, H. Y. (2021). Prospective teachers’ pedagogical considerations of mathematical connections: A framework to motivate attention to and awareness of connections. Mathematics Teacher Education and Development.
  • Hardison, H. L., & Lee, H. Y. (2020). Funky Protractors for Exploring Angle Measure. Mathematics Teacher: Learning and Teaching PK-12, 113(3), 229–232. Retrieved from https://pubs.nctm.org/view/journals/mtlt/113/3/article-p229.xml
  • Harrell-Williams, L. M., Lovett, J. N., Lee, H. S., Pierce, R. L., Lesser, L. M., & Sorto, M. A. (2019). Validation of scores from the High School version of the self-efficacy to teach statistics (SETS-HS) instrument using pre-service mathematics teachers. Journal of Psychoeducational Assessment, 37(2), 194–208.
  • Hawthorne, C., Philipp, R. A., Lamb, L. L., Bishop, J. P., Whitacre, I., & Schappelle, B. P. (2022). Reconceptualizing a mathematical domain on the basis of student reasoning: Considering teachers’ perspectives about integers. Journal of Mathematical Behavior, 66.
  • Johnson, E., Andrews-Larson, C., Keene, K., Melhuish, K. M., Fortune, N., & Rachel Keller. (2020). Inquiry and Inequity in the Undergraduate Mathematics Classroom. Journal for Research in Mathematics Education, 51(4), 504–516.
  • Lamb, L. L., Bishop, J. P., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2018). A cross-sectional investigation of students’ reasoning about integer addition and subtraction: Ways of reasoning, problem types, and flexibility. Journal for Research in Mathematics Education, 49(5), 575 – 613
  • Lee, H. Y., Hardison, H. L., & Paoletti, T. (2020). Foregrounding the Background: Two Uses of Coordinate Systems. For the Learning of Mathematics, 40(2), 32–37.
  • Lee, H. Y. (2020). A measurement lesson leveraging quantitative reasoning for prospective teachers. Journal of Mathematics for Teacher Education in Texas.
  • Lew, K. M., Weber, K., & Mejía Ramos, J. P. (2020). Do generic proofs improve proof comprehension? Journal of Educational Research in Mathematics.
  • Lew, K. M., & Mejía-Ramos, J. P. (2020). The linguistic conventions of mathematical proof writing across pedagogical contexts. Educational Studies in Mathematics.
  • Lew, K. M., & Zazkis, D. (2019). Undergraduate mathematics students’ at-home exploration of a prove-or-disprove task. The Journal of Mathematical Behavior, 54.
  • Lew, K. M., & Mejía-Ramos, J. P. (2019). Linguistic conventions of mathematical proof writing at the undergraduate level: Mathematicians’ and students’ perspectives. Journal for Research in Mathematics Education, 50(2), 121–155.
  • McGraw, R., & Patterson, C. L. (Forthcoming). Establishing Problem Spaces and Boundaries During Small Group Work on a Contextualized Problem. Journal of Mathematics Education.
  • Mejía-Ramos, J. P., Alcock, L., Lew, K. M., Rago, P., Sangwin, C., & Inglis, M. (2019). Using linguistic corpora to understand mathematical explanation. In Methodological Advances in Experimental Philosophy.
  • Melhuish, K. M., Lew, K. M., Hicks, M. D., Guajardo, L. R., Dawkins, P. C., & Morey, S. (Forthcoming). Proving, Analyzing, and Deepening Understanding of a Structural Prop
  • Melhuish, K. M., White, A., Sorto, M. A., & Thanheiser, E. (2021). Two Replication Studies of the Relationships between Mathematical Knowledge for Teaching, Mathematical Quality of Instruction, and Student Achievement. Implementation and Replication Studies in Mathematics Education.
  • Melhuish, K. M., Lew, K. M., & Hicks, M. D. (2020). Comparing Student Proofs to Explore a Structural Property in Abstract Algebra. PRIMUS.
  • Melhuish, K. M., Lew, K. M., Hicks, M., & Kandasamy, S. (2020). Abstract Algebra Students’ Evoked Concept Images for Functions and Homomorphisms . The Journal of Mathematical Behavior, 60. Published.
  • Melhuish, K. M., Ellis, B., & Hicks, M. D. (2020). Group Theory Students’ Perceptions of Binary Operation. Educational Studies in Mathematics, 103(1), 63–81.
  • Melhuish, K. M., & Czocher, J. A. (2020). Division is Pretty Much Just Multiplication. For the Learning of Mathematics, 40(1), 38–43.
  • Melhuish, K. M., Larsen, S., & Cook, S. (2019). When students prove a theorem without explicitly using a necessary condition: Digging into a subtle problem from practice. International Journal of Research in Undergraduate Mathematics Education, 5(2), 205–227.
  • Melhuish, K. M., Thanheiser, E., & Fagan, J. (2019). The Student Discourse Observation Tool: Focusing Teachers on Justifying and Generalizing.  Mathematics Teacher Educator, 7(2), 57–74.
  • Melhuish, K. M. (2019). The Group Theory Concept Assessment: Measuring Conceptual Understanding in Introductory Group Theory. International Journal of Research in Undergraduate Mathematics Education, 5(3), 359–393.
  • Melhuish, K. M., Thanheiser, E., & Guyot, L. (2018). Elementary teachers’ noticing of mathematical reasoning forms. Journal of Mathematics Teacher Education, 1–33.
  • Melhuish, K. (2018). Three conceptual replication studies in group theory. Journal for Research in Mathematics Education, 49(1), 9-38.
  • Melhuish, K., & Thanheiser, E. (2018). Reframing replication studies as studies of generalizability: A response to critiques of the nature and necessity of replication. Journal for Research in Mathematics Education, 49(1), 104-110.
  • Milewski, A., & Strickland, S. K. (2020). Building on the work of teachers: Adding a functional lens to a teacher-generated framework for describing the instructional practices of responding. Linguistics & Education, 57(June 2020).
  • Namakshi, N., Warshauer, H., Bhattacharyya, S., Koehne, C., & Warshauer, M. L. (2018). Tortoise and the Hare: Investigating Rates. Mathematics Teaching in the Middle School, 23(May), 399–403.
  • Obara, S., & Welsh, S. C. (2020). Is e^π > π^e? Pre-service teachers making sense of numbers. Issues in the Undergraduate Mathematics  Preparation of School Teachers, 1, 1–10.
  • Obara, S. (2020). Find the measure of angle x: Teachers technology investigation. Issues in the Undergraduate Mathematics  Preparation of School Teachers, 3, 1–10.
  • Obara, S. (2020). Dynamic geometry software: Teacher overcome difficulties in constructing and reasoning a geometry problem. Mathematics in School, 49(2), 24–27.
  • Obara, S. (2019). Pre-service teachers exploring the role of pattern-based reasoning in the context of algebraic thinking. EURASIA Journal of Mathematics, Science and Technology Education, 15(11), 1–16.
  • Obara, S., & Nie, B. (2019). Promoting Math Teacher Active Learning with the Lesson Study Approach: A Case Study of In-service Teachers’ Perspectives. International Journal for Lesson and Learning Studies, 8(2), 135–148.
  • Obara, S. (2018). Find the Dimensions: Students Solving a Tiling Problem. The Australian Mathematics Teacher, 74(1), 31–37.
  • Obara, S., Nie, B., & Simmons, J. (2018). Teachers’ Conceptions of Technology, School Policy and Teacher’s Roles When Using Technology. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1337–1349. https://doi.org/10.29333/ejmste/83569
  • Olsen, J., Lew, K. M., & Weber, K. (2020). Mathematicians’ metaphors for describing mathematical practice. Educational Studies in Mathematics.
  • Paoletti, T., Lee, H. Y., Rahman, Z., Vishnubhotla, M., & Basu, D. (Forthcoming). Comparing Graphical Representations in Mathematics, Science, and Engineering Textbooks and Practitioner Journals. International Journal of Mathematical Education in Science and Technology.
  • Ortiz, A. M., Warshauer, H. K., Torres, S. L., & Amaya, L. R. (2018). The influence of early STEM career exploration as related to motivation and self-determination theory.
  • Ortiz, A. M., Amaya, L. R., Warshauer, H. K., Torres, S. G., Scanlon, E., & Pruett, M. (2018). They Choose to Attend Academic Summer Camps? A Mixed Methods Study Exploring the Impact of a NASA Academic Summer Pre-Engineering Camp on Middle School Students in a Latino Community. Journal of Pre-College Engineering Education Research (JPEER), 8(2), 22–30.
  • Patterson, C. L., Parrott, A., & Belnap, J. (2020). Strategies for Assessing Mathematical Knowledge for Teaching in Mathematics Content Courses. The Mathematics Enthusiast.
  • Robinson, E. B., Cui, X., Namakshi, N., Warshauer, H. K., & Koehne, C. (2018). Abacus Interactive. Mathematics Teaching in the Middle School, 23(March), 288–297.
  • Robinson, E. B., Cui, X., Warshauer, H. K., & Koehne, C. (2018). Collaboratively engaging with GCFs and LCMs. Mathematics Teaching in the Middle School. 24(September), 53–58.
  • Starkey, C., Warshauer, H. K., & Warshauer, M. L. (2019). Journaling to Support Student Learning: Case of an Elementary Number Theory Course. The Mathematics Enthusiast, 16(1).
  • Stillman, G., Brown, J., & Czocher, J. A. (2020). “Yes, mathematicians do X so students should do X, but it’s not the X you think.” ZDM.
  • Thanheiser, E., Melhuish, K. M., Sugimoto, A., Brenda Rosencrans, & Heaton, R. (2021). Networking Frameworks: A Method For Analyzing the Complexities of Classroom Cultures Focusing on Justifying. Educational Studies in Mathematics.
  • Weber, K., Lew, K. M., & Mejía-Ramos, J. P. (2019). Using expectancy value theory to account for students’ mathematical justifications. Cognition and Instruction.
  • Weber, K., Dawkins, P. C., & Mejia-Ramos, J. P. (2020). The relationship between mathematical practice and mathematics pedagogy in mathematics education research. ZDM Mathematics Education, 52(6), 1063–1074.
  • Weber, K., & Dawkins, P. C. (2020). The Role of Mathematicians’ Practice in Mathematics Education Research. ZDM Mathematics (6th ed., Vol. 52).
  • Wilkerson, T., Eddy, C., Quebec-Fuentes, S., Sorto, A., Gupta, D., Ward, L., Jasper, W., Parker, Y., Mallam, W., Cooper, S., & Kerschen, K. (2018). Development and validation of the algebra teachers’ self-efficacy instrument: Assessment of algebra teachers’ knowledge and personal teaching efficacy.  School Science Mathematics Journal. 118(6), 206-217.