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(2025). Moving Beyond Show and Tell in Proof-Based Courses. Notices of the American Mathematical Society.
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(2025). The Next Decade of Undergraduate Mathematics Education Scholarship: Communities, Collaboration, and Dialogue. International Journal of Research in Undergraduate Mathematics Education.
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(2024). Attending to coherence among research questions, methods, and claims in coding studies. Journal for Research in Mathematics Education.
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(2024). Lessons learned about incorporating high-leverage teaching practices in the undergraduate proof classroom to promote authentic and equitable participation. International Journal of Research in Undergraduate Mathematics Education.
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(2024). Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms. Journal of Mathematics Teacher Education.
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(2023). Examining the concept of inverse: Theory-building via a standalone literature review. The Journal of Mathematical Behavior.
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(2023). Reasoning productively across algebraic contexts: Students develop coordinated notions of inverse. The Journal of Mathematical Behavior.
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(2023). The role of the partitioning and coset algorithm quotient group partial meanings in comprehending the First Isomorphism Theorem and its proof. Educational Studies in Mathematics.
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(2022). Collegiate mathematics teaching in proof-based courses: What we now know and what we have yet to learn. The Journal of Mathematical Behavior.
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(2021). Dual measures of mathematical modeling for engineering and other STEM undergraduates. International Journal of Research in Undergraduate Mathematics Education.
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(2021). Networking frameworks: a method for analyzing the complexities of classroom cultures focusing on justifying. Educational Studies in Mathematics.
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(2021). Two replication studies of the relationships between mathematical knowledge for teaching, mathematical quality of instruction, and student achievement. Implementation and Replication Studies in Mathematics Education.
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(2020). Abstract algebra students’ evoked concept images for functions and homomorphisms. The Journal of Mathematical Behavior.
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(2020). Division is pretty much just multiplication. For the Learning of Mathematics.
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(2020). Inquiry and gender inequity in the undergraduate mathematics classroom. Journal for Research in Mathematics Education.
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(2019). The group theory concept assessment: A tool for measuring conceptual understanding in introductory group theory. International Journal of Research in Undergraduate Mathematics Education.
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(2019). When students prove a theorem without explicitly using a necessary condition: Digging into a subtle problem from practice. International Journal of Research in Undergraduate Mathematics Education.
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(2018). Connecting the group theory concept assessment to core concepts at the secondary level. Connecting abstract algebra to secondary mathematics, for secondary mathematics teachers.
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(2018). Reframing replication studies as studies of generalizability: A response to critiques of the nature and necessity of replication. Journal for Research in Mathematics Education.
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