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.