# Books & Book Chapters

- Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2018). Students’ thinking about integer open number sentences. In L. Bofferding & N. M. Wessman-Enzinger (Eds.),
*Exploring the integer addition and subtraction landscape: Perspectives on integer thinking,*(pp. 47–71). Springer. - Czocher, J. A. (2019). Precision, Priority, and Proxies in Mathematical Modelling. In G. Stillman & J. Brown (Eds.),
*Lines of Inquiry in Mathematical Modeling*. Springer. - Dawkins, P. C. (Forthcoming). Reinventing the Logic of Mathematical Disjunctions – Lesson Analysis Manuscript. In Building a Shareable Knowledge Base for Collegiate Mathematics Instruction. Washington, D.C., United States of America: Mathematics Association of America.
- Dawkins, P. C. (Forthcoming). Mathematics Educators as Polymaths, Brokers, and Learners: Commentary on the Tertiary Chapters on Argumentation, Justification, and Proof. In Conceptions and Consequences of Argumentation, Justification, and Proof. Springer.
- Dawkins, P. C., & Weber, K. (Forthcoming). Identifying minimally invasive active classroom activities to be developed in partnership with mathematicians. In
*Mathematicians’ Reflections on Teaching: A Symbiosis with Mathematics Education Theories*(Ed.) S. Stewart. - Harrell-Williams, L. M., Lovett, J. N., Lesser, L. M., Lee, H. S., Pierce, R. L., Murphy, T. J., & Sorto, M. A. (2019). Measuring Self-Efficacy to Teach Statistics in Grades 6-12 Mathematics Teachers. In J. Bostic, E. Krupa, & J. Shih (Eds.),
*Assessment in mathematics education contexts: Theoretical frameworks and new directions*(pp. 147–171). New York, NY: Routledge. - Marshall, J. H., & Sorto, M. A. (2020). What are the main challenges to learning mathematics in Latin America and the Caribbean? In E. Arias, J. Cristia, & S. Cueto (Eds.), Learning Mathematics in the 21st Century. Adding Technology to the Equation (pp. 141–179). Washington D.C., United States: Inter-American Development Bank.
- Melhuish, K. M., & Hicks, M. (2019). A Validity Argument for an Undergraduate Mathematics Concept Inventory. In J. Bostic, E. Krupa, & J. Shih (Eds.),
*Quantitative Measures in Mathematics Education (Research in Mathematics Education Series)*. Netherlands: Springer. - Melhuish, K. M., & Fagan, J. (2018). Connecting Group Theory Concept Assessment Results to Core Concepts at the Secondary Level. In N. Wasserman (Ed.),
*Connecting abstract algebra to secondary mathematics, for secondary mathematics teachers (Research in Mathematics Education Series)*(pp. 19–45). Netherlands: Springer. - 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 Property in Abstract Algebra. In
*Building a Shareable Knowledge Base for Teaching in Collegiate Mathematics*. Washington, D.C., United States of America: Mathematics Association of America. - Wilkerson, T. L., Sorto, M. A., Jasper, W. A., Cooper, S., Mallan, W., Eddy, C. M., … Ward, E. K. (2020). A Framework for Measuring Algebra Teacher Self-efficacy. In P. M. Jenlink (Ed.),
*Examining the Role of Self-Efficacy in Teacher Preparation and Practice: A Research Monograph*(pp. 45–71). Lanham, MD, USA: Rowman and Littlefield.