Teachers’ awareness of the relationship between prior knowledge and new learning. (English)

J. Res. Math. Educ. 47, No. 1, 17-27 (2016).

1

Fractions as numbers and extensions of the number system: developing activities based on research. (English)

Ohio J. Sch. Math. 73, 13-21 (2016).

2

Student noticing in classroom settings: a process underlying influences on prior ways of reasoning. (English)

J. Math. Behav. 42, 69-91 (2016).

3

Examining and elaborating upon the nature of elementary prospective teachers’ conceptions of partitive division with fractions. (English)

J. Math. Teach. Educ. 19, No. 6, 503-522 (2016).

4

Leveraging failure in design research. (English)

ZDM, Math. Educ. 47, No. 6, 963-979 (2015).

5

What can we learn by comparing students’ diagram-construction processes with the mathematical conceptions inferred from their explanations with completed diagrams? (English)

Math. Educ. Res. J. 26, No. 3, 607-634 (2014).

6

Backward transfer: an investigation of the influence of quadratic functions instruction on students’ prior ways of reasoning about linear functions. (English)

Math. Think. Learn. 16, No. 2, 135-174 (2014).

7

Students’ mathematical noticing. (English)

J. Res. Math. Educ. 44, No. 5, 809-850 (2013).

8

Using student reasoning to inform the development of conceptual learning goals: the case of quadratic functions. (English)

Math. Think. Learn. 14, No. 2, 85-119 (2012).

9