Publications

Recent Publications

Blanton, M., Stroud, R., Stylianou, D. Stephens, A., Gardiner, A., Knuth, E., Isler, I., & Strachota, S. (2019). Does early algebra matter? The effectiveness of an early algebra intervention in grades 3–5. American Educational Research Journal, 56(5), 1930-1972.

Zaslavsky, O., & Knuth, E. (In press). The complex interplay between examples and proving: Where are we and where should we head? Journal of Mathematical Behavior.

Stylianou, D., Stroud, R., Cassidy, M., Knuth, E., Stephens, A., Gardiner, A., & Demers, L. (2019). Putting early algebra in the hands of elementary school teachers: Examining fidelity of implementation and its relation to student performance. Infancia y Aprendizaje (Journal for the Study of Education and Development), 42(3), 523-569.

Blanton, M., Isler, I., Stroud, R., Stephens, A., Knuth, E., & Gardiner, A. (2019). Growth in children’s understanding of generalizing and representing mathematical structure and relationships. Educational Studies in Mathematics, 102(2), 193-219.

Ellis, A., Ozgur, Z., Vinsonhaler, R., Dogan, M., Carolan, T., Lockwood, E., Lynch, A., Sabouri, P., Knuth, E., & Zaslavsky, O. (2019). Student thinking with examples: The criteria-affordances-purposes-strategies framework. Journal of Mathematical Behavior, 53, 263-283.

Knuth, E., Zaslavsky, O., & Ellis, A. (2019). The role and use of examples in learning to prove. Journal of Mathematical Behavior, 53, 256-262.

Ozgur, Z., Ellis, A., Vinsonhaler, R., Dogan, M., & Knuth, E. (2019). From examples to proof: Purposes, strategies, and affordances of example use. Journal of Mathematical Behavior, 53, 284-303.

Fuchs, L. S., Powell, S. R., Fall, A.-M., Roberts, G., Cirino, P., Fuchs, D., & Gilbert, J. K. (2020). Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence?. Contemporary Educational Psychology, 60(101811), 1–9. https://doi.org/10.1016/j.cedpsych.2019.101811

Hebert, M. A., Powell, S. R., Bohaty, J. J., & Roehling, J. (2019). Piloting a mathematics writing intervention with late elementary students at-risk for learning difficulties. Learning Disabilities Research and Practice, 34(3), 144–157. https://doi.org/10.1111/ldrp.12202

Martinez-Lincoln, A., Tran, L. M., & Powell, S. R. (2019). What the hands tell us about mathematical learning: A synthesis of gesture use in mathematics instruction. Gesture, 17(3), 374–415. https://doi.org/10.1075/gest.17014.mar

Mason, E. N., Benz, S. A., Lembke, E. S., Burns, M. K., & Powell, S. R. (2019). From professional development to implementation: A district’s experience implementing mathematics tiered systems of support. Learning Disabilities Research and Practice, 34(4), 207–214. https://doi.org/10.1111/ldrp.12206

Powell, S. R., Fuchs, L. S., & Gilbert, J. K. (2019). Variables influencing algebra performance: Understanding rational numbers is essential. Learning and Individual Differences, 74, 101758. https://doi.org/10.1016/j.lindif.2019.101758

Powell, S. R., Stevens, E. A., & Berry, K. A. (2019). Effects of a word-problem intervention on word-problem language features for third-grade students with mathematics difficulty. Learning Disabilities: A Multidisciplinary Journal, 24(2), 1–14. https://doi.org/10.18666/LDMJ-2019-V24-I2-9835

Powell, S. R., Stevens, E. A., & Hughes, E. M. (2019). Math language in middle school: Be more specific. Teaching Exceptional Children, 51(4), 286–295. https://doi.org/10.1177/0040059918808762

González-Howard, M. & McNeill, K. L. (2019). Teachers’ framing of argumentation goals: Working together to develop individual versus communal understanding. Journal of Research in Science Teaching, 56(6), 821-844.

González-Howard, M. (2019). Exploring the utility of social network analysis for visualizing interactions during argumentation discussions. Science Education, 103(3), 503-528.

Loper, S., McNeill, K. L., González-Howard, M., Marco-Bujosa, L. & O’Dwyer, L. M. (2019). The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation. Technology, Pedagogy and Education, 28(2), 173-190.

González-Howard, M., & McNeill, K.L. (2019). Supporting linguistically diverse students in scientific argumentation across writing and speaking. In Spycher, P. & Haynes, E. (Eds.). Culturally and linguistically diverse learners and STEAM: Teachers and researchers working in partnership to build a better path forward. (pp. 77-94). Charlotte, NC: Information Age Publishing.

Muenks, K., Peterson, E.G., Green, A., Kolvoord R., Uttal D. (2019). Parents’ Beliefs about High School Students’ Spatial Abilities: Gender Differences and Associations with Parent Encouragement to Pursue a STEM Career and Students’ STEM Career Intentions. Sex Roles. https://doi.org/10.1007/s11199-019-01072-6

Selected Publications

Riegle‐Crumb, C., Moore, C., & Buontempo, J. (2017). Shifting STEM stereotypes? Considering the role of peer and teacher gender. Journal of Research on Adolescence, 27(3), 492-505.

McNeill, K. L., González-Howard, M., Katsh-Singer, R. & Loper, S. (2017). Moving beyond pseudoargumentation: Teachers’ enactments of a science curriculum focused on argumentation. Science Education, 101(3), 426-457.

Stephens, A., Fonger, N., Strachota, S., Isler, I., Blanton, M., Knuth, E., & Gardiner, A. (2017). A learning progression for elementary students’ functional thinking. Mathematical Thinking and Learning, 19(3), 143-166.

Strimaitis, A., Southerland, S., Sampson, V., Enderle, P. & Grooms, J. (2017). Promoting Equitable Biology Lab Instruction by Engaging All Students in a Broad Range of Science Practices: An Exploratory Study. School Science and Mathematics, 117(3-4), 92–103.

Alibali, M., & Knuth, E. (2018).  Bridging psychology and mathematics education: Reflections on boundary crossing. Journal of Numerical Cognition, 4(1), 9-18.

Fonger, N., Stephens, A., Blanton, M., Isler, I., Knuth, E., & Gardiner, A. (2018). Developing an early algebra learning progression for curriculum, instruction, and student learning. Cognition & Instruction, 30(1), 30-55.

Grooms, J., Sampson, V. & Enderle, P. (2018). How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21451.

Henderson, B. J., McNeill, K. L., González-Howard, M., Close, K. & Evans, M. (2018). Key challenges and future directions for research on scientific argumentation. Journal of Research in Science Teaching, 55(1), 5-18.

Wagner, C. J. & González-Howard, M. (2018). Studying discourse as social interaction: The potential of social network analysis for discourse studies. Educational Researcher, 47(6), 375-383.

Petrosino, A. & Shekhar, P. (2018). Expert blind spot among preservice and inservice teachers: Beliefs about algebraic reasoning and potential impact on engineering education. International Journal of Engineering Education, 34(1), 97–105.

Blanchard, M. & Sampson, V. (2018). Fostering Impactful Research Experiences for Teachers (RETs). EURASIA Journal of Mathematics, Science and Technology Education, 14(1), 4635–4649.

Nelson, G. & Powell, S. (2018). Computation error analysis: Students with mathematics difficulty compared to typically achieving students. Assessment for Effective Intervention, 43, 144–156. https://doi.org/10.1177/1534508417745627.

Muenks, K., Wigfield, A. & Eccles, J. S. (2018). I can do this! The development and calibration of children's expectations for success and competence beliefs. Developmental Review, 48, 24–39.