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.