Selected Peer-Reviewed Articles

2024

Learning through teaching: The development of pedagogical content knowledge among novice mathematics teachers. Journal of Education for Teaching. In publication. https://drive.google.com/file/d/1zkrAGN8GZXAM9zDj9YwzJ6imD8u5jTU8/view?usp=drive_link

The impact of an interactive, personalized computer-based teacher professional development program on student performance: A randomized controlled trial. Computers & Education. https://doi.org/10.1016/j.compedu.2023.104963.

Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching, Teaching and Teacher Education, Volume 138, 2024. https://doi.org/10.1016/j.tate.2023.104415.

2023

Teachers’ race and gender biases and the moderating effects of their beliefs and dispositions. International Journal of STEM Education. https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-023-00420-z

Investigating teachers’ understanding through topic modeling: a promising approach to studying teachers’ knowledge. Journal of Mathematics Teacher Education. https://link.springer.com/article/10.1007/s10857-021-09529-w

Teachers’ Knowledge of Fractions, Ratios, and Proportional Relationships: the Relationship Between Two Theoretically Connected Content Areas.  International Journal of Science and Mathematics Education. https://link.springer.com/article/10.1007/s10763-023-10372-z

A Longitudinal Study of Mathematics Teachers’ Knowledge Growth. Teaching and Teacher Education. https://www.sciencedirect.com/science/article/pii/S0742051X22003249

A Closer Look at Teacher’s Proportional Reasoning. International Journal of Science and Mathematics Education. https://link.springer.com/article/10.1007/s10763-022-10249-7

2022

Teacher bias in the virtual classroom. Computers & Education. https://www.sciencedirect.com/science/article/pii/S0360131522001981

Teachers’ Attention to and Flexibility with Referent Units. International Journal of Science and Mathematics Education. https://link.springer.com/article/10.1007/s10763-021-10186-x

Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills. Teaching and Teacher Education. https://www.sciencedirect.com/science/article/pii/S0742051X22000701

Teachers’ Knowledge of Fraction Magnitude. International Journal of Science and Mathematics Education. https://link.springer.com/article/10.1007/s10763-021-10173-2

   2021

K-8 Teachers’ Overall and Gender-Specific Beliefs About Mathematical Aptitude. International Journal of Science and Mathematics Education.   https://link.springer.com/article/10.1007/s10763-020-10104-7

Integrating a Statistical Topic Model and a Diagnostic Classification Model for Analyzing Items in a Mixed Format Assessment. Frontiers in Psychology. https://pubmed.ncbi.nlm.nih.gov/33633622/

Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers. Educational Studies in Mathematics. https://link.springer.com/article/10.1007/s10649-021-10033-4

Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching. Educational Studies in Mathematics. https://link.springer.com/article/10.1007/s10649-021-10028-1

Content-specific noticing: A large-scale survey of mathematics teachers’ noticing. Teaching and Teacher Education. https://www.sciencedirect.com/science/article/pii/S0742051X21000445

Linking Teachers’ Solution Strategies to Their Performance on Fraction Word Problems. Teaching and Teacher Education. https://www.sciencedirect.com/science/article/pii/S0742051X2100038X

A Comparison of Perceived and Observed Learning From Professional Development: Relationships Among Self-Reports, Direct Assessments, and Teacher Characteristics. Journal of Teacher Education. https://journals.sagepub.com/doi/abs/10.1177/0022487119899101

On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core Standards. Journal of Mathematics Teacher Education. https://link.springer.com/article/10.1007/s10857-021-09486-4

2020

Revisiting Purpose and Conceptualization in the Design of Assessments for Teachers of Mathematics. Research in Mathematics Education. https://www.tandfonline.com/doi/abs/10.1080/14794802.2019.1702893

Teachers’ Bias Against the Mathematical Ability of Female, Black and Hispanic Students. Educational Researcher. https://journals.sagepub.com/doi/full/10.3102/0013189X19890577