Publications

Recent Publications

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. doi: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.

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.

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.

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.

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. doi: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.

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

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. (In press). 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).

Blanton, M., Isler, I., Stroud, R., Stephens, A., Knuth, E., & Gardiner, A. (In press). Growth in children’s understanding of generalizing and representing mathematical structure and relationships. Submitted to Educational Studies in Mathematics.