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Submissions from 2016

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Coupling Geospatial and Computer Modeling Technologies to Engage High School Students in Learning Urban Ecology, Dennis J. DeBay, Amie Patchen, Anne C. Vera Cruz, Paul E. Madden, Yang Xu, Meredith Houle, and Michael Barnett

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Presence+Experience: A Framework for the Purposeful Design of Presence in Online Courses, Joanna C. Dunlap, Geeta Verma, and Heather L. Johnson

Submissions from 2015

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Secondary students’ quantification of ratio and rate: A framework for reasoning about change in covarying quantities, Heather L. Johnson

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Together yet separate: Students’ associating amounts of change in quantities involved in rate of change, Heather L. Johnson

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Influence of a Science-Focused After-School Program on Underrepresented High-School Students' Science Attitudes and Trajectory: A survey validation study, Anton Puvirajah, Geeta Verma, Hongli Li, and Lisa Martin-Hansen

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Transforming Undergraduate Science Education With Learning Assistants: Student Satisfaction in Large Enrollment Courses, Robert Talbot, Laurel M. Hartley, and Bryan S. Wee

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Iteration: Unit Fraction Knowledge and the French Fry Tasks, Ron Tzur and Jessica Hunt

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Enacting acts of authentication in a robotics competition: An interpretivist study, Geeta Verma, Anton Puvirajah, and Horace Webb

Submissions from 2014

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A role of context in constructivist model building: What problem is the learner solving?, Heather L. Johnson

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A teacher’s conception of definition and use of examples when doing and teaching mathematics., Heather L. Johnson

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Engaging Students in Scientific Inquiry: Success and Challenges of Engaging Non-Science Majors in Scientific Inquiry, Amie Patchen, Dennis J. DeBay, and Michael Barnett

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Second-Order Models: A Theoretical Bridge to Practice, A Practical Bridge to Theory, Ron Tzur

Submissions from 2013

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Examining Urban Students’ Constructions of a STEM/Career Development Intervention Over Time, David L. Blustein, Michael Barnett, Sheron Mark, Mark Depot, Meghan Lovering, Youjin Lee, Qin Hu, Faedra Backus, Kristin Dillon-Lieberman, and Dennis J. DeBay

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Chunky and smooth images of change, Heather L. Johnson

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Predicting amounts of change in quantities, Heather L. Johnson

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Reasoning about quantities that change together, Heather L. Johnson

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Coupling Social Justice and Out-of-School Time Learning to Provide Opportunities to Motivate, Engage, and Interest Under-Represented Populations in STEM Fields, Sheron Mark, Dennis J. DeBay, Lin Zhang, James Haley, Amie Patchen, Catherine Wong, and Michael Barnett

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Taking an Item-Level Approach to Measuring Change With the Force and Motion Conceptual Evaluation: An Application of Item Response Theory, Robert M. Talbot

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Is Teaching Parallel Algorithmic Thinking to High School Students Possible? One Teacher’s Experience, Shane Torbert, Uzi Vishkin, Ron Tzur, and David J. Ellison

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Children's Development of Multiplicative Reasoning: A Schemes and Tasks Framework, Ron Tzur, Heather L. Johnson, Evan McClintock, Rachael Kenney, Yan Ping Xin, Luo Si, Jerry Woodward, Casey Hord, and Xianyan Jin

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Distinguishing schemes and tasks in children's development of multiplicative reasoning, Ron Tzur, Heather L. Johnson, Evan McClintock, Yan Ping Xin, L. Si, Jerry Woodward, Casey Hord, and Xianyan Jin

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Recruiting Minority Students into STEM through Experiences in being a Teacher, Geeta Verma, Anton Puvirajah, and Lisa Martin-Hansen

Submissions from 2012

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Reasoning about variation in the intensity of change in covarying quantities involved in rate of change, Heather L. Johnson

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Developing Augmented Mathematics Curricula for the Classroom, Rebecca Mitchell and Dennis J. DeBay

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Creating a Pipeline to STEM Careers Through Service-Learning: The AFT Program, Anton Puvirajah, Lisa Martin-Hansen, and Geeta Verma

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Examining the mediation of power in a collaborative community: engaging in informal science as authentic practice, Anton Puvirajah, Geeta Verma, and Horace Webb

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Review of STEM the Tide: Reforming Science, Technology, Engineering, and Math Education in America, Geeta Verma

Submissions from 2011

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DPS exemplary schools case study: A cross-case analysis, Honorine Nocon, Alan Davis, Tracy Keenan, Ruth Brancard, Barbara Dray, Heather L. Johnson, Kara Mitchell, Sally Nathenson-Mejia, Nancy Shanklin, Sheila Shannon, Shruti Poulsen, Maria Thomas-Ruzic, Ron Tzur, and Geeta Verma

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DPS Exemplary Schools Case Study: Merrill Middle School, Maria Thomas-Ruzic, Heather L. Johnson, Nancy Shanklin, and Tracy Keenan

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Can Dual Processing Theories of Thinking Inform Conceptual Learning in Mathematics?, Ron Tzur

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Intermediate Participatory Stages as Zone of Proximal Development Correlate in Constructing Counting-On: A Plausible Conceptual Source for Children's Transitory "Regress" to Counting-All, Ron Tzur and Matthew Allen Lambert

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Examining Discourse in a High School Robotic Club, Geeta Verma, Anton Puvirajah, and Price Webb

Submissions from 2010

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A Joint Probabilistic Classification Model of Relevant and Irrelevant Sentences in Mathematical Word Problems, Suleyman Centintas, Lou Si, Yan Ping Xin, Dake Zhang, Joo Young Park, and Ron Tzur

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Investigating the fundamental theorem of calculus, Heather L. Johnson

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Making sense of rate of change: Secondary students' reasoning about changing quantities, Heather L. Johnson

Submissions from 2009

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Fostering Preservice Teachers' "Nature of Science" Understandings in a Physics Course, Ehsan Kattoula, Geeta Verma, and Lisa Martin-Hansen

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Embracing Learner’s Ideas About Diffusion and Osmosis: A Coupled-Inquiry Approach, Ryan M. Sweeney, Lisa Martin-Hansen, Geeta Verma, and John Dunkhase

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Wind Solvers: A Conventional Wind Vane Activity Becomes an Opportunity for Problem Solving, Ryan M. Sweeney, Geeta Verma, and Lisa Martin-Hansen

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The Influence of University Coursework on Pre-service Middle and High School Teachers’ Experiences with Multicultural Themes, Geeta Verma

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Narrating International and National Trends in US Science Education: An Autobiographical Approach Showcasing Dr. Robert Yager, Geeta Verma and Lisa Martin-Hansen

Submissions from 2008

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Middle Grade Teachers’ Perceptions of their Chemistry Teaching Efficacy: Findings of a One year long Professional Development Program, Issaou Gadp, Geeta Verma, and Doris Simonis

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Building a Framework for Determining the Authenticity of Instructional Tasks Within Teacher Education Programs, Heidi L. Iverson, Mark A. Lewis, and Robert M. Talbot III

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Using Scholarship of Teaching and Learning (SoTL) to inquire into Pre-service teachers’ science lesson planning considerations, Geeta Verma

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A Conversation Between Dana Zeidler and Geeta Verma & Lisa Martin-Hansen: Exploring Further Possibilities in Science Education, Geeta Verma and Lisa Martin-Hansen

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Effectively Communicating with English Language Learners Using Sheltered Instruction, Geeta Verma, Lisa Martin-Hansen, and Jerald B. Pepper

Submissions from 2007

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Does Theory Drive the Items or Do Items Drive the Theory?, Robert M. Talbot III and Derek C. Briggs

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Fine Grain Assessment of Students' Mathematical Understanding: Participatory and Anticipatory Stages in Learning a New Mathematical Conception, Ron Tzur

Submissions from 2006

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Riding the Mathematical Merry-Go-Round to Foster Conceptual Understanding of Angle, Ron Tzur and Matthew R. Clark

Submissions from 2004

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Emerging Issues and Trends in International Curriculum Discourse: Theoretical, Philosophical, and Pedagogical Positions, Issaou Gado and Geeta Verma

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Explicating the Role of Mathematical Tasks in Conceptual Learning: An Elaboration of the Hypothetical Learning Trajectory, Marty Simon and Ron Tzur

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Explicating a Mechanism for Conceptual Learning: Elaborating the Construct of Reflective Abstraction, Marty Simon, Ron Tzur, Karen Heinz, and Margaret Kinzel

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Teacher and Students' Joint Production of a Reversible Fraction Conception, Ron Tzur

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Distinguishing Two Stages of Mathematics Conceptual Learning, Ron Tzur and Marty Simon

Submissions from 2001

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Developing New Understandings of PDS Work: Better Problems, Better Questions, Nancy Fichtman Dana, Diane Yendol Silva, Belinda Gimbert, Jim Nolan Jr., Carla Zembal-Saul, Ron Tzur, Lucy Mule, and Lynne Sanders

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Becoming a Mathematics Teacher-Educator: Conceptualizing the Terrain Through Self-Reflective Analysis, Ron Tzur

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An Account of a Teacher's Perspective on Learning and Teaching Mathematics: Implications for Teacher Development, Ron Tzur, Marty Simon, Karen Heinz, and Margaret Kinzel

Submissions from 2000

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Moving students through steps of mathematical knowing: An account of the practice of an elementary mathematics teacher in transition, Karen Heinz, Margaret Kinzel, Marty Simon, and Ron Tzur

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Characterizing a Perspective Underlying the Practice of Mathematics Teachers in Transition, Marty Simon, Ron Tzur, Karen Heinz, Margaret Kinzel, and Margaret Schwan Smith

Submissions from 1999

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Explicating the Teacher's Perspective from the Researchers' Perspectives: Generating Accounts of Mathematics Teachers' Practice, Marty Simon and Ron Tzur

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An Integrated Research on Children's Construction of Meaningful, Symbolic, Partitioning-related Conceptions and the Teacher's Role in Fostering That Learning, Ron Tzur

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An Integrated Study of Children's Construction of Improper Fractions and the Teacher's Role in Promoting That Learning, Ron Tzur

Submissions from 1998

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Technology-Enriched Elementary Mathematics Education, Ron Tzur

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Curricular Change Agenda for Failure-Experienced Mathematics Students: Can Success-Promoting Assessment Make a Difference?, Ron Tzur and Nitsa Movshovitz-Hadar

Submissions from 1994

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Interaction and Children's Mathematics, Leslie P. Steffe