PUBLICATIONS

Journal Articles

Moore, K. C., Wood, E., Welji, S., Hamilton, M., Waswa, A., Ellis, A. B., & Tasova, H. I. (2024). Using abstraction to analyze instructional tasks and their implementation. The Journal of Mathematical Behavior, 74, 101153. LINK

Ellis, A. B., Waswa, A., Tasova, H., Hamilton, M., Moore, K. C., & Çelik, A. (2024). Classroom supports for generalizing. Journal for Research in Mathematics Education, 55(1), 7-30. LINK

Ellis, A. B., Lockwood, E., Tillema, E., Moore, K. C. (2022). Generalization across multiple mathematical domains: relating, forming, and extending. Cognition and Instruction, 40(3), 351-384. LINK

Lockwood, E., Reed, Z, & Erickson, S. (2021). Undergraduate students’ combinatorial proof of binomial identities. Journal for Research in Mathematics Education, 52(5), 539-580. LINK

Burch, L. J., Tillema, E. S., Gatza, A. M. (2021). “Counting” on quantitative reasoning for algebra: A combinatorial and quantitative approach to algebraic identities. Mathematics Teacher: Learning and Teaching PK-12. LINK

Reed, Z. & Lockwood, E. (2021). Leveraging a categorization activity to facilitate productive generalizing activity and combinatorial reasoning. Online first Cognition and Instruction. https://doi.org/10.1080/07370008.2021.1887192. LINK

Lockwood, E. & Reed, Z. (2020). Defining and demonstrating an equivalence way of thinking in enumerative combinatorics. Journal of Mathematical Behavior, 58. doi:10.1016/j.jmathb.2020.100780. LINK

Singleton, B., & Ellis, A.B. (2020). Why multiply? Connecting area measurement to multiplicative reasoning. Mathematics Teacher: Learning and Teaching PreK-12, 113(10), e37 – e42. LINK

Ellis, A.B., Ely, R., Tasova, H., & Singleton, B. (2020). Scaling continuous variation: Supporting students’ algebraic reasoning. Educational Studies in Mathematics, 104(1), 87 – 103. LINK

Liang, B. & Moore, K. C. (2020). Figurative and operative partitioning activity: Students’ meanings for amounts of change in covarying quantities. Mathematical Thinking and Learning. Advanced online publication. LINK

Moore, K. C., Stevens, I. E., Paoletti, T., Hobson, N. L. F., & Liang, B. (2019). Pre-service teachers’ figurative and operative graphing actions. The Journal of Mathematical Behavior, 56. LINK

Moore, K. C., Silverman, J., Paoletti, T., Liss, D., & Musgrave, S. (2019). Conventions, habits, and U.S. teachers’ meanings for graphs. The Journal of Mathematical Behavior, 53, 179–195. LINK

Lee, H. Y., Moore, K. C., Tasova, H. I. (2019). Reasoning within quantitative frames of reference: The case of Lydia. The Journal of Mathematical Behavior, 53, 81–95. LINK

Matthews, P.M., & Ellis, A.B. (2018). Natural alternatives to natural number: The case of ratio. Journal of Numerical Cognition, 4(1), 19 – 58. LINK

Tillema, E. S. & Gatza, A. (2016). A quantitative and combinatorial approach to non-linear meanings of multiplication. For the Learning of Mathematics, 36(2), 26-33. LINK

Book and Handbook Chapters

Moore, K. C., Stevens, I. E., Tasova, H. I., Liang, B. (2024). Operationalizing figurative and operative framings of thought. In. P. C. Dawkins, A. J. Hackenberg, & A. Norton (Eds.), Piaget’s Genetic Epistemology for Mathematics Education Research. Research in Mathematics Education. Springer, Cham. LINK

Moore, K. C., Liang, B., Stevens, I. E., Tasova, H. I., & Paoletti, T. (2022). Abstracted quantitative structures: Using quantitative reasoning to define concept construction. In G. Karagöz Akar, İ. Ö. Zembat, S. Arslan, & P. W. Thompson (Eds.), Quantitative Reasoning in Mathematics and Science Education (pp. 35-69). Springer International Publishing. LINK

Moore, K. C. (2021). Graphical shape thinking and transfer. In C. Hohensee & J. Lobato (Eds.), In C. Hohensee & J. Lobato (Eds.) Transfer of learning: Progressive perspectives for mathematics education and related fields (pp. 145-171). Springer.

Lockwood, E. & Reed, Z. (2021). Using an actor-oriented perspective to explore one undergraduate student’s repeated reference to a particular problem in a combinatorial context. In C. Hohensee & J. Lobato (Eds.) Transfer of learning: Progressive perspectives for mathematics education and related fields (pp. 173-202). Springer.

Lockwood, E. & Reed, Z. (2018). Reinforcing mathematical concepts and developing mathematical practices through combinatorial activity. In E. W. Hart, E & J. Sandefur (Eds.), Teaching and Learning of Discrete Mathematics Worldwide: Curriculum and Research (93-110). Cham, Switzerland: Springer.

Reed, Z. (2018). Undergraduate students’ generalizing activity in real analysis: Constructing a general metric. (Unpublished doctoral dissertation). Oregon State University, Portland, OR, USA.

Stephens, A., Ellis, A.B., Blanton, M., & Brizuela, B. (2017). Algebraic thinking in the elementary and middle grades. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 386 – 420). Reston, VA: National Council of Teachers of Mathematics. LINK

Peer Reviewed Monographs and Conference Proceedings

Moore, K. C., Ellis, A., Waswa, A. N., Hamilton, M., Tasova, H. I., Celik, A. O., & Wood, E. (2022). Using abstraction as a lens to analyze instructional materials. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown, (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 158-163). Middle Tennessee State University.

Tasova, H. I., Ellis, A., Hamilton, M., Moore, K. C., Waswa, A., Çelik, A Ö, Ying, Y. (2021). A serendipitous mistake: How one teacher’s beliefs and knowledge mediated her in-the-moment instruction. In D. Olanoff, K. Johnson, & S. Spitzer, (Eds.), Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1574-1579). Philadelphia, PA.

Hamilton, M., Moore, K. C., Ellis, A., Ying, Y., Tasova, H. I., Çelik, A. Ö., Waswa, A. (2021). Supporting generalizing in the classroom: One teacher’s beliefs and instructional practice. In D. Olanoff, K. Johnson, & S. Spitzer, (Eds.), Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1536-1541). Philadelphia, PA.

Ellis, A., Ying, Y., Waswa, A., Moore, K. C., Hamilton, M., Tasova, H. I., Çelik, A. Ö. (2021). Classroom supports for generalizing. In D. Olanoff, K. Johnson, & S. Spitzer, (Eds.), Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1420-1429). Philadelphia, PA.

Tasova, H. I. & Moore, K. C. (2021). From number lines to graphs: A middle school student’s reorganization of the space. In D. Olanoff, K. Johnson, & S. Spitzer, (Eds.), Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 598-602). Philadelphia, PA.

Williams-Pierce, C., Dogan, M.F., & Ellis, A.B. (2021). Multimodal generalizing in a mathematical videogame. International Society for the Learning Sciences, June, 2021.

Ellis, A.B., & Lockwood, E. (2020). Beyond patterns: Making sense of pattern-based generalizations through empirical re-conceptualization. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico. Cinvestav / AMIUTEM / PME-NA (pp. 981 – 985). Mazatlán, Mexico.

Tasova, H. I., & Moore, K. C. (2020). Framework for representing a multiplicative object in the context of graphing. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 210–219). Cinvestav/PME-NA

Plaxco, D., Reimer, P.N., Williams-Pierce, C., Ellis, A.B., Molitoris-Miller, S., Simpson, A., Zandieh, M., Mauntel, M., & Dogan, M.F. (2020). Mathematical play: Across ages, context, and content. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico. Cinvestav / AMIUTEM / PME-NA (pp. 178 – 180). Mazatlán, Mexico.

Ellis, A.B., Lockwood, E., & Lynch, A. (2020). Empirical Re-Conceptualization as a Bridge to Insight. In M. Gresalfi & I. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1593 – 1596). Nashville, TN: Vanderbilt University.

Ellis, A.B., Lockwood, E., & Lynch, A.G. (2020). Empirical Re-Conceptualization: Bridging from Empirical Patterns to Insight and Understanding. In S. Cook (Ed.), Proceedings of the twenty-third Annual Conference on Research in Undergraduate Mathematics Education (pp. 159 – 167). Boston, MA: Boston University.

Tasova, H. I. & Moore, K. C. (2020). Constructing and representing a quantitative structure: A conceptual analysis. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 1181–1188). Nashville, Tennessee: International Society of the Learning Sciences.

Moore, K. C., Liang, B., Stevens, I. E., Tasova, H. I., Paoletti, T., & Ying, Y. (2020). A quantitative reasoning framing of concept construction. In S. S. Karunakaran, Z. Reed, & A. Higgins (Eds.), Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education (pp. 743-752). Boston, MA. LINK

Tasova, H., Liang, B., & Moore, K. C. (2020). The role of lines and points in the construction of emergent shape thinking. In S. S. Karunakaran, Z. Reed, & A. Higgins (Eds.), Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education (pp. 562-570). Boston, MA. LINK

Tillema, E. S., & Burch L. J. (2020). Leveraging combinatorial and quantitative reasoning to support the generalization of advanced algebraic identities. Invited paper presentation at the International Congress on Mathematical Education to the Topic Study Group on the Teaching and Learning of Discrete Mathematics in Shanghai, China.

Burch, L. J., & Tillema, E. S. (2020). Generalization as a marker for robust mathematical meanings among in-service algebra teachers. Paper presentation at the International Congress on Mathematical Education to the Topic Study Group on the Teaching and Learning of Algebra at the Secondary Level in Shanghai, China.

Tillema, E. S., & Burch L. J. (2020). Supporting Pre-Service Secondary Teachers’ Mathematical Meanings for Advanced Algebraic Identities. Paper presentation at the American Educational Research Associations Annual Conference, San Francisco: CA.

Burch, L. J.., Pinheiro, Attaide, W. & Tillema, E. S. (2019). Opportunities for generalizing within pre-service secondary teachers’ symbolization of combinatorial tasks. Brief research report at the Forty First Annual Meeting of the International Group for Psychology of Mathematics Education in North America, St. Louis, MO: University of Missouri.

Moore, K. C., Liang, B., Tasova, H. I., & Stevens, I. E. (2019). Abstracted quantitative structures. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (Eds.), Proceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1879-1883). St Louis, MO: University of Missouri.

Tasova, H. I., Liang, B., & Moore, K. C. (2019). Generalizing actions of forming: Identifying patterns and relationships between quantities. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the Twenty-Second Annual Conference on Research in Undergraduate Mathematics Education (pp. 602–610). Oklahoma City, OK. LINK

Reed, Z. (2019). Distance measurement and reinventing the general metric function. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.) Proceedings of the Twenty-Second Annual Conference on Research in Undergraduate Mathematics Education. Oklahoma City, Oklahoma.

Williams-Pierce, C., Plaxco, D., Reimer, P.N., Simpson, A., Orrill, C.H., Burke, J.P. Sinclair, N., Guyevskey, V., & Ellis, A.B. (2019). Mathematical play: Across ages, context, and content. In In S. Otten, Z. de Araugo, A. Candela, C. Munter, & C. Haines (Eds.), Proceedings of the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1979 – 1990). St. Louis, MO: University of Missouri.

Tasova, H. I., & Moore, K. C. (2018). Generalization of an invariant relationship between two “quantities”. In T.E. Hodges, G. J. Roy, & A. M. Tyminski, (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 588-595). Greenville, SC: University of South Carolina & Clemson University. LINK

Ellis, A.B., Ely, R., Singleton, B., & Tasova, H. (2018). Scaling continuous covariation: Supporting middle school students’ algebraic reasoning. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 147 – 154). Greenville, SC: University of South Carolina & Clemson University.

Ellis, A.B., Tasova, H., & Singleton, B. (2018). How quantitative reasoning can support graph understanding in algebra. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 195 – 198). Greenville, SC: University of South Carolina & Clemson University.

Williams-Pierce, C., Plaxco, D., Reimer, P., Ellis, A.B., & Dogan, M.F. (2018). Mathematical play: Across ages, context, and content. Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.). Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1507 – 1514). Greenville, SC: University of South Carolina & Clemson University.

Ely, R., & Ellis, A.B. (2018). Scaling-continuous variation: A productive foundation for calculus reasoning. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the Twenty-First Annual Conference on Research in Undergraduate Mathematics Education (pp. 1180 - 1188). San Diego, CA: San Diego State University.

Reed, Z. (2018). Generalizations of convergence from R to R^2. To appear in A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro & S. Brown (Eds.), Proceedings for the Twenty-First Special Interest Group of the MAA on Research on Undergraduate Mathematics Education. San Diego, CA: San Diego State University.

Lockwood, E. & Reed, Z. (2018). An initial exploration of students’ reasoning about combinatorial proof. To appear in A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro & S. Brown (Eds.), Proceedings for the Twenty-First Special Interest Group of the MAA on Research on Undergraduate Mathematics Education. San Diego, CA: San Diego State University.

Reed, Z & Lockwood, E. (2018). Generalizing in combinatorics through categorization. To appear in A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro & S. Brown (Eds.), Proceedings for the Twenty-First Special Interest Group of the MAA on Research on Undergraduate Mathematics Education. San Diego, CA: San Diego State University.

Lockwood, E. & Reed, Z. (2018). Leveraging specific contexts and outcomes to generalize in combinatorial settings. In the Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics, (pp. 244-253). Agder, Norway: University of Agder.

Ellis, A.B., Fonger, N., & Dogan, M.F. (2017). Developing function understanding through dependency relations of change. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 283 – 286). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Ellis, A.B., Tillema, E., Lockwood, E., & Moore, K. (2017). Generalization across domains: The relating-forming-extending framework. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 677 – 684). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Lockwood, E. (2017). A preliminary investigation of the reification of “choosing” in counting problems. In (Eds.). A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown, Proceedings of the 20th Annual Conference on Research on Undergraduate Mathematics Education (p. 1293-1298). San Diego, CA: San Diego State University.

Tillema, E. S. & Gatza, A. M. (2017). The processes and products of students’ generalizing activity. Research report at the Thirty Ninth Annual Meeting of the International Group for Psychology of Mathematics Education in North America, Indianapolis, IN: HAMTE.

Tillema, E. S. & Gatza, A. M. (2016). A quantitative approach to establishing cubic identities. Extended paper presented at the Thirteenth International Congress on Mathematical Education in the Algebra Topic Study Group in Hamburg, Germany.

Singleton, B.K., & Ellis, A.B. (2016). Area units without borders: Alternatives to tiling for determining area change in dynamic figures. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 294-297). Tucson, AZ: The University of Arizona.

Lockwood, E. & Reed, Z. (2016). Students’ meanings of a (potentially) powerful tool for generalizing in combinatorics. In T. Fukawa-Connelly, N. Infante, M. Wawro, & S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research on Undergraduate Mathematics Education (pp. 1-16). Pittsburgh, PA: West Virginia University.

Tillema, E. S. & Gatza, A. M. (2015). Students’ generalizations in the development of non-linear meanings of multiplication and non-linear growth. Research report at the Thirty Seventh Annual Meeting of the International Group for Psychology of Mathematics Education in North America, East Lansing, MI: Michigan State University.

PRESENTATIONS

Tasova, H. I., & Moore, K. C. (2021, June). Framework for representing a multiplicative object in the context of graphing. Paper presented at the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Mexico.

Tasova, H. I. (2021, April). A developmental shift in a student’s meanings of graphs: The case of Zane. Paper presented at the 2021 annual meeting of the American Educational Research Association.

Lockwood, E. (2021, April). Insights about Undergraduate Students’ Generalizing Activity and Combinatorial Thinking. Seoul National University (SNU) Mathematics Education Webinar Series. Presentation given virtually.

Moore, K. C. (2021, March). Abstraction and the Graphing Foundations for Collegiate Mathematics. Connecting Collegiate Mathematics to Secondary Mathematics for Mathematics Educators. Department of Mathematics Education Center for Research in Mathematics Education, Seoul National University.

Moore, K. C. (2021, March). A Quantitative Reasoning Approach to Concept Construction. Virginia Polytechnic Institute and State University Department of Mathematics Mathematics Education Research Seminar. Blacksburg, VA.

Moore, K. C. (2021, January). Slope and Partitioning Activity: Nuances in Students’ Quantitative Reasoning. Slope Studies Seminar, Autonomous University of Guerrero, Mexico.

Moore, K. C. (2020, September). On covariational reasoning: Covariation of what? Proof Comprehension Research Group Research Series. Rutgers University, NJ.

Tasova, H. I., & Moore, K. C. (2020, July). Constructing and representing a quantitative structure: A conceptual analysis. Paper presented at The International Conference of the Learning Sciences. Nashville, TN.

Tasova, H. I., Liang, B., & Moore, K. C. (2020, February). The role of lines and points in the construction of emergent shape thinking. Paper presented at the Twenty-Third Annual Special Interest Group of the Mathematical Association of America Conference on Research in Undergraduate Mathematics Education. Boston, MA.

Moore, K. C., Liang, B., Stevens, I. E., Tasova, H. I., Paoletti, T., & Ying, Y. (2020, February). A quantitative reasoning framing of concept construction. Paper presented at the Twenty-Third Annual Special Interest Group of the Mathematical Association of America Conference on Research in Undergraduate Mathematics Education. Boston, MA.

Lockwood, E. & Reed, Z. (2020, January). Using a Categorization Activity to Develop Students' Reasoning about Fundamental Counting Formulas. Joint Mathematics Meetings. Denver, CO.

Gatza, A. M., Tillema, E. S., & Burch, L. J., (2020). Achieving “strategic outcomes” for effective teaching: Using discrete mathematics to develop content knowledge, design curriculum, and address issues of equity. Research symposium at the Association of Mathematics Teacher Educators annual conference, Phoenix, AZ.

Tillema E. S., & Ippolito, D. (2019). Mathematical knowledge for teaching: A combinatorial understanding of algebraic identities. Poster presentation at the Forty First Annual Meeting of the International Group for Psychology of Mathematics Education in North America, St. Louis, MO: University of Missouri.

Tillema, E. S., Lee, H. Y. & Barrett, J. (2019). Investigating middle grades and high school students three-dimensional reasoning. Research symposium at the National Council of Teachers of Mathematics research pre-session in San Diego, CA.

Moore, K. C., Liang, B., Tasova, H. I., & Stevens, I. E. (2019, November). Abstracted quantitative structures. Paper presented at the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO.

Ellis, A.B. (2019). Supporting Students’ Engagement in Authentic Mathematical Activity: Designing Instruction for Conjecturing, Generalizing, and Proving. Plenary address at the 4th International Symposium of Turkish Computer and Mathematics Education, Cesme, Turkey.

Tasova, H. I., Liang, B., & Moore, K. C. (2019, February). Generalizing actions of forming: Identifying patterns and relationships between quantities. Paper presented at the Twenty-Second Annual Special Interest Group of the Mathematical Association of America Conference on Research in Undergraduate Mathematics Education. Oklahoma City, OK.

Moore, K. C., Stevens, I., Liang, B., & Tasova, H. (2019, January). Concept construction and abstracted quantitative structures. Abstract presented at the Joint National Meeting of the American Mathematical Society and the Mathematical Association of America. Baltimore, MD.

Tasova, H., & Moore, K. C. (2018, November). Generalization of an invariant relationship between two “quantities”. Paper presented at the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC.

Moore, K. C. (2018, October). Re-presentation and multiple representations. Sonoma State University Department of Mathematics and Statistics Public Colloquium Series. Rohnert Park, CA.

Reed, Z. (2018, April). Student Generalizations in Real Analysis. Spring Western Section Meeting of the AMS. Portland, OR.

Lockwood, E. (2018, April). Leveraging Generalization in Instruction: Examples from Combinatorics and Real Analysis. The University of Oslo Mathematics Department. Oso, Norway.

Reed, Z. (2018, April). Exploring Undergraduate Generalization in Real Analysis: Two understandings of 'distance' measurement in metric spaces. The University of Oslo Mathematics Department. Oslo, Norway.

Ellis, A.B. (2018). Fostering Productive Generalizing and Proving in Algebra. Texas State San Marcos Mathematics Department Colloquium Series. San Marcos, Texas.

Tillema, E. S. (2018). Students’ generalizing activity. Invited presentation at Collective Contribution of Constructivist Research Programs Conference. New York: New York.

Reed, Z. (2018, February). Generalizing Sequential Convergence from the Real Line into Real Space. Michigan State University Mathematics Department. East Lansing, MI.

Reed, Z. (2018, January). Motivating Function Spaces via Uniform Convergence. Joint Mathematics Meetings. San Diego, CA.

Reed, Z. (2017, December). Students Abstracting Real-Number Convergence into R^2.” Invited colloquium. Whitworth University Mathematics Department. Spokane, WA.

Lockwood, E. (2017, April). Investigating Undergraduate Students’ Generalizing Activity: Two Contrasting Cases from a Combinatorial Context. University of California – Berkeley, Graduate School of Education.

Lockwood, E. & Reed, Z. (2017, January). Students’ Meanings of a (Potentially) Powerful Generalized Representation in a Combinatorial Setting. Joint Mathematics Meetings. Atlanta, GA.

Lockwood, E. (2016, September). Investigating Students’ Generalizing Activity: Two Contrasting Cases of Undergraduates in a Combinatorial Context. University of Georgia, Mathematics Education Student Association.

Lockwood, E. (2016, July). Generalization in students’ combinatorial thinking. 13th Annual International Congress on Mathematics Education. Hamburg, Germany.

Ellis, A.B. (2016). Generalization Across Multiple Mathematical Areas. Plenary address at the 5th Oklahoma Conference on Research in Undergraduate Mathematics Education. Stillwater, OK.

Ellis, A.B. (2016). Developing Functional Relationships by Reasoning with Quantities. Oklahoma State University Mathematics Department Colloquium Series. Stillwater, OK.

Tillema, E. S. & Gatza, A. (2016). Investigating math learning, racial identity, and mathematical identity: An emergent theoretical framework. Discussion session at the National Council of Teachers of Mathematics (NCTM) research pre-session in San Francisco, CA.

Gatza, A. M. & Tillema, E. S. (2015). Racial identity and mathematics learning and participation with middle grades students. Poster presentation at the Thirty Seventh Annual Meeting of the International Group for Psychology of Mathematics Education in North America, East Lansing, MI: Michigan State University.

Gatza, A. M. & Tillema, E. S. (2015). Re-Conceptualizing Mathematics Research and Curricula: Equity as More than Six Letters with No Traction. Presentation at the Bergamo Conference on Curriculum Theorizing in Dayton, OH.

Please contact the project team for publications you have difficulty accessing.