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.

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.

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.

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.