## 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.P.** (2014) Using order to reason about negative numbers: The case of Violet, *Educational Studies in Mathematics, 86*(1). 39-59.

**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 & Scholarship*. **Open 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.** (2016) (Re)Conceptualizing the purpose of the lesson plan. *Journal of Educational Thought 49*(2). 210-225

Chizhik, E.W., **Chizhik, A.W.** (in press). Using activity theory to examine how teachers' lesson plans meet students'
learning needs. *The Teacher Educator*.

Chizhik, E.W., **Chizhik, A.W.**, Close, C., & Gallego, M. (2017) SMILE (Shared Mentoring in Instructional Learning
Environments): Effectiveness of a Lesson- Study approach to student-teaching supervision
on a teacher-education performance assessment. *Teacher Education Quarterly. 44*(2), 27-47

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.

Corbo, J.C., **Reinholz, D.L.**, Dancy, M.H., Deetz, S & Finkelstein, N. (2016) Framework for transforming departmental
culture to support educational innovation. *Physical Review Physics Education Research. 12*(1) 010113. http://link.aps.org/doi/10.1103/PhysRevPhysEducRes.12.010113.

Cromley, J. G., Booth, J. L., Wills, T. W., Chang, B. L., Tran, N., Madeja, M., Shipley,
T. F., Zahner, W. (2017) Relation of Spatial Skills to Calculus Proficiency: A Brief
Report. *Mathematical Thinking and Learning* Vol. 9, Issue 1.

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.

Dounas-Frazer, D.R. & **Reinholz, D.L.** (2015) Attending to lifelong learning skills through guided reflection in a physics
class. *American Journal of Physics, 83*(10). 881-891. http://dx.doi.org/10.1119/1.490083

Dounas-Frazer, D.R., Hyater-Adams, S.A., & **Reinholz, D.L.** (in press) Learning to do diversity work: A model for continued education of program
organizers. *The Physics Teacher*.

**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.

Gandi, P.R., Livezey, J., Zaniewski, A.M., **Reinholz, D.L.**, & Dounas-Frazer, D.R. (2016) Attending to experimental physics practices and lifelong
learning skills in an introductory laboratory course. *American Journal of Physics. 84*(9). http://dx.doi.org/10.1119/1.4955147

Gavilanez, P., Ortlieb, A. and **T. Carey**. Using a Value Cycle Framework to Analyze Teamwork Capability as a Learning Outcome
in Interior Desigh Studio Course, chapter accepted for Tucker, R. (ed). *Teaching Teamwork in Design:Collaboration and Student Engagement in Design Education*. Hershey PA: IGI Global Publishing. 2016.

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.

Hargis, J., Cavanaugh, C. Kamali, T., & **Soto, M.** (2013) Measuring the difficult to measure: iPad mobile learning. *International Journal of Mobile and Blended Learning. 3*(2), 60-77.

**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*.

Kapranov, G.A., **Chizhik, A.W.**, & Chizhik, E.W. (2016) Teacher education reform in Far East Russia: Integrating
field experiences with action research. *Educational Process: International Journal, 5*(4), 313-326.

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.

Landers, M. & **Reinholz, D.L. **(2015) Students' Reflections on Mathematics Homework Feedback. *Journal for Developmental Education, 38*(3). 22-31.

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.**, **Walters, C.D., Hohensee, C., Gruver, J., & Diamond, J.M.** (2015). Leveraging failure in design research. *ZDM-The International Journal on Mathematics Education, 47*, 963-979.

**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. **(2017) RE: Conceptualization of the Continuum, an Educational Challenge for Undergraduate
Students by Viviane Durand- Guerrier. *International Journal of Research in Undergraduate Mathematics Education*. Vol.3, Issue 1.

**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.

**Reinholz, D. L. **& Gillingham, D. (in press) Forms of formative assessment: Eliciting and using student
thinking. *For the Learning of Mathematics*.**Reinholz, D.L. **(2015) Peer conferences in calculus: The impact of systematic training. *Assessment & Evaluation in Higher Education*. http://dx.doi.org/10/1080/02602938.2015.1077197**Reinholz, D.L.** (2015) Peer-Assisted Reflection: A design-based intervention for improving success
in calculus. *International Journal of Research in Undergraduate Mathematics Education, 1*(2) 234-267. http://doi.org/10.1007/s40753-015-0005-y**Reinholz, D.L. **(2016) Developing mathematical practices through reflection cycles. *Mathematics Education Research Journal, 28*(3), 441-445 http://doi.org/10.1007/s13394016-0175-1.**Reinholz, D.L., **(2016) The assessment cycle: A model for learning through peer assessment. *Assessment & Evaluation in Higher Education 41*(2). 301-315. http://dx.doi.org/10.1119.1.4930083**Reinholz, D.L.** & Dounas-Frazer, D.R. (2016) Using Peer Feedback to Promote Reflection on Open-Ended
Problems. *The Physics Teacher. 54*(364). http://dx.doi.org/10.1119/1/1.4961181**Reinholz, D.L.**, Cox, M, & Croke, R. (2015) Supporting graduate student instructors in calculus.
*The International Journal for the Scholarship of Teaching and Learning*: Vol 9: No. 2, Article 11. Available at http://digitalcomoons.georgiasouthern.edu/j-sotl/vol9/iss2/11

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).

**Soto, M.M.** & Ambrose, R. (2014) Making students' mathematical explanations accessible to teachers
through the use of digital recorders and iPads. *Learning, Media, and Technology*, (ahead -of -print) 1-20.

**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.

Zaniewski, A.M. & **Reinholz, D.L.** (2016). Increasing STEM success: A near-peer mentoring program in the physical sciences.
*International Journal of STEM Education, 3*(14). http://doi.org/10.1186/s40594-016-0043-2

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 classroom*. **Research 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.

## 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.P.** (2014) Using order to reason about negative numbers: The case of Violet, *Educational Studies in Mathematics, 86*(1). 39-59.

**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 & Scholarship*. **Open 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.** (2016) (Re)Conceptualizing the purpose of the lesson plan. *Journal of Educational Thought 49*(2). 210-225

Chizhik, E.W., **Chizhik, A.W.** (in press). Using activity theory to examine how teachers' lesson plans meet students'
learning needs. *The Teacher Educator*.

Chizhik, E.W., **Chizhik, A.W.**, Close, C., & Gallego, M. (2017) SMILE (Shared Mentoring in Instructional Learning
Environments): Effectiveness of a Lesson- Study approach to student-teaching supervision
on a teacher-education performance assessment. *Teacher Education Quarterly. 44*(2), 27-47

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.

Corbo, J.C., **Reinholz, D.L.**, Dancy, M.H., Deetz, S & Finkelstein, N. (2016) Framework for transforming departmental
culture to support educational innovation. *Physical Review Physics Education Research. 12*(1) 010113. http://link.aps.org/doi/10.1103/PhysRevPhysEducRes.12.010113.

Cromley, J. G., Booth, J. L., Wills, T. W., Chang, B. L., Tran, N., Madeja, M., Shipley,
T. F., Zahner, W. (2017) Relation of Spatial Skills to Calculus Proficiency: A Brief
Report. *Mathematical Thinking and Learning* Vol. 9, Issue 1.

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.

Dounas-Frazer, D.R. & **Reinholz, D.L.** (2015) Attending to lifelong learning skills through guided reflection in a physics
class. *American Journal of Physics, 83*(10). 881-891. http://dx.doi.org/10.1119/1.490083

Dounas-Frazer, D.R., Hyater-Adams, S.A., & **Reinholz, D.L.** (in press) Learning to do diversity work: A model for continued education of program
organizers. *The Physics Teacher*.

**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.

Gandi, P.R., Livezey, J., Zaniewski, A.M., **Reinholz, D.L.**, & Dounas-Frazer, D.R. (2016) Attending to experimental physics practices and lifelong
learning skills in an introductory laboratory course. *American Journal of Physics. 84*(9). http://dx.doi.org/10.1119/1.4955147

Gavilanez, P., Ortlieb, A. and **T. Carey**. Using a Value Cycle Framework to Analyze Teamwork Capability as a Learning Outcome
in Interior Desigh Studio Course, chapter accepted for Tucker, R. (ed). *Teaching Teamwork in Design:Collaboration and Student Engagement in Design Education*. Hershey PA: IGI Global Publishing. 2016.

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.

Hargis, J., Cavanaugh, C. Kamali, T., & **Soto, M.** (2013) Measuring the difficult to measure: iPad mobile learning. *International Journal of Mobile and Blended Learning. 3*(2), 60-77.

**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*.

Kapranov, G.A., **Chizhik, A.W.**, & Chizhik, E.W. (2016) Teacher education reform in Far East Russia: Integrating
field experiences with action research. *Educational Process: International Journal, 5*(4), 313-326.

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.

**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.

Landers, M. & **Reinholz, D.L. **(2015) Students' Reflections on Mathematics Homework Feedback. *Journal for Developmental Education, 38*(3). 22-31.

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.**, **Walters, C.D., Hohensee, C., Gruver, J., & Diamond, J.M.** (2015). Leveraging failure in design research. *ZDM-The International Journal on Mathematics Education, 47*, 963-979.

**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. **(2017) RE: Conceptualization of the Continuum, an Educational Challenge for Undergraduate
Students by Viviane Durand- Guerrier. *International Journal of Research in Undergraduate Mathematics Education*. Vol.3, Issue 1.

**Rasmussen, C.**, **Wawro, M.**, & Zandieh, M. (2015). Examining individual and collective level mathematical progress.
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