Laying the groundwork: The grounding metaphors that build quotient groups

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Holly Zolt
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Humanizing Proof-based Mathematics Instruction Through Experiences Reading Rich Proofs and Mathematician Stories

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Norman Contreras
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Moving beyond show and tell in proof-based courses.

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Kathleen Melhuish
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Whose experiences are we capturing? A critical reflection on classroom observation measures

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Kathleen Melhuish
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Adapting the Proof of Lagrange's Theorem into a Sequence of Group-Work Tasks

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Cody L. Patterson
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Attending to Coherence Among Research Questions, Methods, and Claims in Coding Studies

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Jennifer A. Czocher
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Lessons Learned about Incorporating High-Leverage Teaching Practices in the Undergraduate Proof Classroom to Promote Authentic and Equitable Participation

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Kathleen Melhuish
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Students' Techniques for Approaching Defining Properties of Functions

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Rosaura Uscanga
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Using Extant Proofs in the Classroom: A Comprehension Activity Structure

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K Lew
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Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms

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Kathleen Melhuish
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Examining the concept of inverse: Theory-building via a standalone literature review

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John Paul Cook
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Reasoning productively across algebraic contexts: Students develop coordinated notions of inverse featured image

Reasoning productively across algebraic contexts: Students develop coordinated notions of inverse

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John Paul Cook
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Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning

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Eva Thanheiser
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The Role of the Partitioning and Coset Algorithm Quotient Group Partial Meanings in Comprehending the First Isomorphism Theorem and Its Proof

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Kathleen Melhuish
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Collegiate mathematics teaching in proof-based courses: What we now know and what we have yet to learn

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Kathleen Melhuish
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Comparing student proofs to explore a structural property in abstract algebra

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K Melhuish
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Operationalizing authentic mathematical proof activity using disciplinary tools

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Kathleen Melhuish
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The Efficacy of Research-Based 'Mathematics for All' Professional Development

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Kathleen Melhuish
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Dual Measures of Mathematical Modeling for Engineering and Other STEM Undergraduates

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Jennifer A. Czocher
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Networking Frameworks: A Method for Analyzing the Complexities of Classroom Cultures Focusing on Justifying

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Eva Thanheiser
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Two replication studies of the relationships between mathematical knowledge for teaching, mathematical quality of instruction, and student achievement

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Kathleen Melhuish
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Abstract algebra students’ evoked concept images for functions and homomorphisms

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Kathleen Melhuish
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Building mathematics self-efficacy of STEM undergraduates through mathematical modelling.

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Jennifer A. Czocher
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Division Is Pretty Much Just Multiplication

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Kathleen Melhuish
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Elementary School Teachers' Noticing of Essential Mathematical Reasoning Forms: Justification and Generalization

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Kathleen Melhuish
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Group Theory Students' Perceptions of Binary Operation

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Kathleen Melhuish
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Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom

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Estrella Johnson
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Leveraging Variation of Historical Number Systems to Build Understanding of the Base-Ten Place-Value System

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Eva Thanheiser
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The Group Theory Concept Assessment: A Tool for Measuring Conceptual Understanding in Introductory Group Theory

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Kathleen Melhuish
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The Student Discourse Observation Tool: Supporting Teachers in Noticing Justifying and Generalizing

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Kathleen Melhuish
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When Students Prove a Theorem without Explicitly Using a Necessary Condition: Digging into a Subtle Problem from Practice

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Kathleen Melhuish
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Reframing Replication Studies as Studies of Generalizability: A Response to Critiques of the Nature and Necessity of Replication

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Kathleen Melhuish
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Three Conceptual Replication Studies in Group Theory

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Kathleen Melhuish
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Multiplication by 10 base-5: Making Sense of Place Value Structure Through an Alternate Base

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Jodi Fasteen
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