Meaningfulness in representational fluency

Nicole L.Fonger

Professional learning through teacher-researcher collaborations

Jennifer M. Mayer, Mary Ann Huntley, Nicole L. Fonger, Maria S. Terrell

How do teachers develop and enact a disciplinary view of literacy in mathematics

Codruta Temple, Helen M. Doerr

Instructional supports for representational fluency in solving linear equations with computer algebra systems and paper-and-pencil

Nicole L. Fonger, Jon D. Davis, Mary Lou Rohwer

Implementing a framework for early algebra

Maria Blanton, Bárbaras M. Brizuela, Ana Stephens, Eric Knuth, Isil Isler, Angela Murphy Gardiner, Rena Stroud, Nicole L. Fonger, Despina Stylianou

Mathematical knowledge for teaching teachers: knowledge used and developed by mathematics teacher educators in learning to teach via problem solving

Joanna O. Masingila, Dana Olanoff, Patrick M. Kimani

Students’ interpretations and reasoning about phenomena with negative rates of change throughout a model development sequence

Jonas B. Ärlebäck, Helen M. Doerr

Examining interactions between problem posing and problem solving with prospective primary teachers

Jinxia Xie, Joanna O. Masingila

The role of probability in developing learners' models of simulation approaches to inference

Hollylynne S. Lee, Helen M. Doerr, Dung Tran, Jennifer N. Lovett

Preserving pelicans with models that make sense

Tamara J. Moore, Helen M. Doerr, Aran W. Glancy, Forster D. Ntow

The use of mobile devices as assistive technology in resource-limited environments: access for learners with visual impairments in Kenya

Alan R. Foley and Joanna O. Masingila

Exploring iconic interpretation and mathematics teacher development through clinical simulations

Benjamin Dotger, Joanna Masingila, Mary Bearkland, Sharon Dotger

Applying Rogers’ diffusion of innovations theory to investigate technology training for secondary mathematics teachers in Kenya

Leonard Mwathi Kamau (PhD '14)

Design and effectiveness of modeling-based mathematics in a summer bridge program

Helen M. Doerr, Jonas B. Ärlebäck, Andria Costello Staniec

High school mathematics teachers’ perspectives on the purposes of mathematical proof in school mathematics

David S. Dickerson and Helen M. Doerr

Building capacity: challenges and opportunities in large class pedagogy (LCP) in Sub-Saharan Africa

Alan R. Foley, Joanna O. Masingila

Collaborative design work of teacher educators

Hollylynne Lee, Helen M. Doerr, Jonas B. Ärlebäck, Tyler Pulis

A modeling perspective on interpreting rates of change in context

Jonas B. Ärlebäck, Helen M. Doerr, AnnMarie H. O'Neil (current student)

Mathematics teachers’ learning: a conceptual framework and synthesis of research

Lynn T. Goldsmith, Helen M. Doerr, Catherine C. Lewis

Interpreting and communicating about phenomena with negative rates of change

Helen M. Doerr, Jonas Bergman Ärlebäck, AnnMarie H. O'Neil