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.

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.

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.

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.

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.

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.

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.

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.

Azevedo, F. S. (2019). A pedagogy for interest development: The case of amateur astronomy practice. Learning, Culture and Social Interaction, 23.

Azevedo, F. S., & Mann, M. J. (2019). The mathematics in the social studies textbook: A critical content analysis and implications for students’ reasoning. Creative Education, 10, 1-25.

Riegle-Crumb, C., Peng, M., & Russo-Tait, T. (2020). “Committed to STEM? Examining Factors that Predict Occupational Commitment Among Asian and White Female Students Completing STEM Postsecondary Programs.” Sex Roles, 82(1-2): 102-116.

Riegle-Crumb, C., Morton, K., Nguyen, U., & Dasgupta, N. (2019). “Inquiry-Based Instruction in Science and Mathematics Middle School Classrooms: Examining Its Association with Students’ Attitudes by Gender and Race/Ethnicity.” AERA Open, 5(3): 1-17.

Riegle-Crumb, C., Peng, M., & Buontempo, J. (2019). “Gender, competitiveness, and intentions to pursue STEM fields.” International Journal of Gender, Science and Technology, 11(2): 234-257.

Morton, K., & Riegle-Crumb, C. (2019). “Who Gets In? Examining Inequality in 8th Grade Algebra." Journal for Research in Mathematics Education, 50(5): 529-554.

Riegle-Crumb, C., King, B., & Irizarry, Y. (2019). “Does STEM stand out? Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields." Educational Researcher, 48(3): 133-144.