Mathematics Education PhD
doctoral students at NCTM22 with poster

Student Publications

Journal Articles
  • Panorkou, N., York, T., & Germia, E. (in press). Examining the “messiness” of transitions between related artifacts. Digital Experiences in Mathematics Education.
  • Monahan, C., & Munakata, M. (in press).  Chapter 13 in S. Chamberlin (Ed.), Mathematical Creativity: A developmental perspective.
  • Greenstein, S., Jeannotte, D., & Pomponio, E. (forthcoming) Making as a Window into the Process of Becoming a Teacher: The Case of Moira. In Benken, B. (Ed.) Reflection on Past, Present and Future: Paving the Way for the Future of Mathematics Teacher Education. (pp. TBD). Information Age Publishing, Inc.
  • Greenstein, S. & Limbere, A.M. (2023). Parents’ and Caregivers’ Voices in Education Reform. The New Jersey Mathematics Teacher, 80(1), 13-15.
  • Greenstein, S., Akuom, D., Pomponio, E., Fernández, E., Davidson, J., Jeannotte, D., & York, T. (2022) Vignettes of Research on the Promise of Mathematical Making in Teacher Preparation. In F. Dilling & F. Pielsticker (Eds.) Learning Mathematics in the Context of 3D Printing: Springer Nature.
  • Akuom, D., & Greenstein, S. (2022). The Nature of Prospective Mathematics Teachers’ Designed Manipulatives and their Potential as Anchors for Conceptual and Pedagogical Knowledge. Journal of Research in Science, Mathematics and Technology Education, 5(SI), 109-125. Bronze Medal Award. DOI: https://doi.org/10.31756/jrsmte.115SI
  • Limbere, A.M., Munakata, M., Klein, E.J., & Taylor, T. (2022) Exploring the tensions science teachers navigate as they enact their visions for science teaching: what their feedback can tell us.  International Journal of Science Education, DOI: 10.1080/09500693.2022.2105413
  • Taylor, M., Klein, E. J., Trabona, K., & Munakata, M. (2022). Disrupting the Patriarchal Binary, 2nd edition. In N. Bond (Ed).  The Power of Teacher Leaders: Their Roles, Influence, and Impact. Routledge.
  • Ward, J. K., DiNapoli, J., & Monahan, K. (2022). Instructional perseverance in early-childhood classrooms: Supporting children’s development of STEM reasoning in a social justice context. Education Sciences, 12(3), 1-19. https://doi.org/10.3390/educsci12030159
  • DiNapoli, J., Amenya, M., Van Den Einde, L., Delson, N., & Cowan, E. (2021). Simulating remote support for mathematical perseverance through a digital sketching application. Journal of Higher Education Theory and Practice, 21(4), 41-52. https://doi.org/10.33423/jhetp.v21i4.4208
  • Munakata, M., Vaidya, A., Monahan, C., & Krupa, E. (2021) Promoting creativity in general education mathematics courses, PRIMUS—Problems, Resources, and Issues in Mathematics Undergraduate Studies, 31(1), 37-55. DOI: 10.1080/10511970.2019.1629515.  Selected as Editors’ Pick for Most Downloaded in 2021. 
  • Panorkou, N. & Germia, E. (2020). Integrating math and science content through covariational reasoning: The case of gravity. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2020.1814977
  • Basu, D., Panorkou, N., Zhu, M., Lal, P., & Samanthula, B. K. (2020). Exploring the Mathematics of Gravity, Mathematics Teacher: Learning and Teaching PK-12 MTLT, 113(1), 39-46.
  • Germia, E. & Panorkou, N. (2020). Using Scratch programming to explore coordinates. Mathematics Teacher: Learning and Teaching PreK-12 MTLT, 113(4), pp. 293-300.
  • Monahan, C. Munakata, M. Vaidya, A. and Gandini, S. (2020). Inspiring mathematical creativity through juggling. Journal of Humanistic Mathematics, 10(2) 291-314. DOI: 10.5642/jhummath.202002.14.
  • Monahan, C., Munakata,, M., & Vaidya, A. (2020). Engaging in probabilistic thinking through play. Mathematics Teacher: Learning and Teaching PK-12, 113(9), 18-23. https://doi.org/10.5951/MTLT.2019.0198
  • Basu, D. & Panorkou, N. (2019). Integrating covariational reasoning and technology into the teaching and learning of the greenhouse effect. Journal of Mathematics Education,12(1), pp.6-23.
  • Basu, D., & Greenstein, S. (2019). Cultivating a Space for Critical Mathematical Inquiry through Knowledge-Eliciting Mathematical Activity. Occasional Paper Series, 2019 (41). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2019/iss41/4
  • Monahan, C., Munakata, M. and Vaidya, A.  (2019).  Creativity as an emergent property of a complex educational system. Northeast Journal of Complex Systems, (Special Issue of the satellite meeting of CCS2018 on Complexity and Education, Eds. Matthijs Koopmans, Hiroki Sayama, Dimitri Stamovlasis). DOI:  10.22191/nejcs/vol1/iss1/4
  • Munakata, M., Vaidya, A., Monahan, C., & Krupa, E. (2019) Promoting creativity in general education mathematics courses, PRIMUS—Problems, Resources, and Issues in Mathematics Undergraduate Studies. DOI: 10.1080/10511970.2019.1629515
  • Taylor, M., Klein, E. J., Munakata, M., Trabona, K., Rahman, Z., & McManus, J. (2019). Professional development for teacher leaders: using activity theory to understand the complexities of sustainable change. International Journal of Leadership in Education, 22(6), 685-705.  DOI: 10.1080/13603124.2018.1492023
  • Trabona, K., Taylor, M., Klein, E., Munakata, M. & Rahman, Z. (2019) Collaborative professional learning: cultivating science teacher leaders through vertical communities of practice.  Professional Development in Education, 45(3), 472-487, DOI: 10.1080/19415257.2019.1591482
  • Krupa, E., Munakata, M., & Yu, K. (2019).  Mathematics field day: Content-embedded play activities.  Teaching Mathematics in the Middle School, 24(5), 296-299.
  • Fernández, E., Weinstein, L., Seventko, J., Janakat, J., Rahman, Z., Basu, D., Bonaccorso, V., Yu, K., Casale, K., Kose, G., Prettypaul, R., (2018).  Average rates: They’re about more than adding and dividing!  New Jersey Mathematics Teacher.  76(1), 11-18.
  • Klein, E. J., Taylor, M., Munakata, M., Trabona, K., Rahman, Z., & McManus J. (2018). Navigating teacher leaders’ complex relationships using a distributed leadership framework. Teacher Education Quarterly, 45(2), 89-112.
  • Rahman, Z.G., Munakata, M., Klein, E.J., Taylor, M., & Trabona, K. (2018). Growing our own: Fostering teacher leadership in K-12 science teachers through school-university partnerships. In J. Hunzicker (Ed.), Teacher Leadership in Professional Development Schools (pp. 235-253). Bingley, UK: Emerald Publishing.
  • Taylor, M., Ayari, C., Kintish, R., Jedick, N., Lemley, J., Lormand, K., Tanis, J., & Weinstein, L. (2018). Using self-study to push binary boundaries and borders: Exploring gender and sexuality in teacher education. In D. Garbett and A. Owens (Eds.), Pushing Boundaries & Crossing Borders (229-236).
  • Vishnubhotla, M. & Munakata, M. (2018). The mathematics of loopy pictures frames.  Teaching Mathematics in the Middle School.  23(4), 231-234.  DOI: 10.5951/mathteacmiddscho.23.4.0231
  • Fernández, E., McManus, J. and Platt, D.  (2017).  Extending Mathematical Practices to Online
  • Teaching.  Mathematics Teacher.  110(6), 432-438
  • Leszczynski, E., Monahan, C., Munakata, M., & Vaidya, A. (2017) The Windwalker project: An open-ended approach.  Journal of College Science Teaching.  46(6), 27-33.
  • Paoletti, T., Monahan, C. & Vishnubhotla, M. (2017) Designing GeoGebra Applets to Maximize Student Engagement. Mathematics Teacher, 110 (8), 628-630.
  • Vanderklein, D., Munakata, M. and McManus, J. (2016).  Crossing boundaries in undergraduate ecology education.  Journal of College Science Teaching. 45(3), 41-47.
  • Chung, B. J., Platt, D., & Vaidya, A. (2016). The Mechanics of Clearance in a non-Newtonian Lubrication Layer. International Journal of Non-Linear Mechanics.
  • Webel, C., Krupa, E. E., & McManus, J. (2016). Using representations of fraction multiplication. Teaching Children Mathematics, 22(6), 366-373.
  • Krupa, E. E., Webel, C., & McManus, J. (2015). Undergraduate students’ knowledge of algebra: Evaluating the impact of computer-based and traditional learning environments. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 25(1), 13-30. doi:10.1080/10511970.2014.897660
  • Webel, C., Krupa, E. E., & McManus, J. (2015). Teachers’ evaluations and use of web-based curriculum resources to support their teaching of the Common Core State Standards for Mathematics. Middle Grades Research Journal, 10(2), 49-64.
  • Webel, C., Krupa, E. E., & McManus, J. (2015). Benny goes to college: Is the “math emporium” reinventing individually prescribed instruction? MathAMATYC Educator, 6(3), 4-13, 62.
  • Webel, C., & Platt, D. (2015). The Role of Professional Obligations in Attempting to Change One’s Teaching Practices,  Teaching and Teacher Education, 47, 204 – 217.
  • Russo, M. F. (2015). Quantitative literacy and co-construction in a high school math course. Numeracy, 8(1), 1-23.
  • Russo, M. F. (2015). Customizing a math course with your students. Mathematics Teacher, 109(5), 351-354.
  • Leszczynski, E., Munakata, M., Evans, J., & Pizzigoni, F. (2014). Integrating mathematics and science: Ecology and Venn diagrams. Mathematics Teaching in the Middle School. 20(2) 90-96.
  • McManus, J. (2014, December 28). Creativity brings life to math classrooms. Asbury Park Press, pp. AA1-AA2. [Guest editorial for the feature @ISSUE: How can math be made more interesting for students?]
  • McManus, J. (2014, December 28). McManus: Creativity brings life to math classrooms. Courier-Post Online. [Syndication of above Asbury Park Press editorial]
  • Russo, M. F. (2014). Teaching sound waves and sinusoids using Audacity and the TI-Nspire. The Electronic Journal of Mathematics and Technology, 8(1), 222-227.
  • Russo, M. F. (2014). Teaching sound waves and sinusoids using Audacity and the TI-Nspire. Research Journal of Mathematics and Technology, 3(1), 179-185.
  • Russo, M. F. (2011). An investigation into Sierpinski’s gasket. The New Jersey Mathematics Teacher, 69(2), 11-15.
Peer-reviewed conference proceedings
  • Provost, A., Lim, S., York, T., & Panorkou, N. (in press). Bridging Frequentist and Classical Probability Through Design, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN.
  • Germia, E., York, T., & Panorkou, N. (in press). How Transitions Between Related Artifacts Support Students’ Covariational Reasoning. Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN.

  • Akuom, D., Greenstein, S., & Fernández, E. (2022) Mathematical Making in Teacher Preparation: Research at the Intersections of Knowledge, Identity, Pedagogy, and Design. Proceedings of the 44th Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Nashville.

  • York, T., Greenstein, S., & Akuom, D. (2022) Embodying Covariation Through Collaborative Instrumentation. Proceedings of the 44th Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Nashville.

  • Akuom, D. & Greenstein, S. (2021). Prospective Mathematics Teachers’ Designed Manipulatives As Anchors for Their Pedagogical and Conceptual Knowledge. Proceedings of the 43rd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Philadelphia.

  • Greenstein, S., Pomponio, E., & Akuom, D. (2021). Harmony and Dissonance: An Enactivist Analysis of the Struggle for Sense Making in Problem Solving. Proceedings of the 43rd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Philadelphia.

  • York, T., Germia, E., Kim, Y., & Panorkou, N. (2021). Students’ reorganizations of variational, covariational, and multivariational reasoning. In Olanoff, D., Johnson, K., & Spitzer, S. (2021). Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Philadelphia, PA (pp. 308-312).
  • Panorkou, N. & Germia, E. F. (2020). Examining students’ reasoning of multiple quantities. 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. 291-295). Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020
  • Panorkou, N. & York, T. (2020). Designing for an integrated STEM+C experience. 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. 2233-2237). Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020
  • Basu, D. & Panorkou, N. (2020). Utilizing mathematics to examine sea level rise as an environmental and a social issue. 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. 1064-1068). Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020
  • Panorkou, N. & Germia, E. (2020). Examining Students’ Quantitative Reasoning in a Virtual Ecosystem Simulation of the Water Cycle. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 959-966). Nashville, Tennessee: International Society of the Learning Sciences.
  • Germia, E. & Panorkou, N. (2020). Exploring angles in a programming environment. Proceedings of the International Conference to Review Research in Science, Technology and Mathematics Education (pp. 121-129). Homi Bhabha Centre for Science Education, TIFR, Mumbai.
  • Basu, D. & Panorkou, N. (2020). Examining the role of covariational reasoning in developing students’ understanding of the greenhouse effect. Proceedings of the International Conference to Review Research in Science, Technology and Mathematics Education (pp. 211-220). Homi Bhabha Centre for Science Education, TIFR, Mumbai.

  • Greenstein, S., Jeannotte, D., Fernández, E., Davidson, J., Pomponio, E., & Akuom, D. (2020). Exploring the Interwoven Discourses Associated with Learning to Teach Mathematics in a Making Context. 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. 810-816). Cinvestav/AMIUTEM/PME-NA.

  • Mohamed, M., Paoletti, T., Vishnubhotla, M., Greenstein, S., & Lim, Su San. (2020). Supporting Students’ Meanings for Quadratics: Integrating RME, Quantitative Reasoning, and Designing for Abstraction. 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. 167-175). Cinvestav/AMIUTEM/PME-NA.

  • Basu, D., Panorkou, N, & Zhu, M. (2019). Examining the social aspect of climate change through mathematics. Proceedings of IEEE Integrated STEM education Conference (ISEC) 2019, Princeton, NJ.
  • Panorkou, N., Basu, D. & Vishnubhotla, M. (2018) Investigating volume as base times height through dynamic task design. In 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. Greenville, SC: University of South Carolina & Clemson University (pp. 271-274).
  • Basu, D. & Panorkou, N. (2018) Expanding students’ contextual neighborhoods of measurement through dynamic measurement. In 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. Greenville, SC: University of South Carolina & Clemson University (pp. 1155-1162).
  • Basu, D. & Panorkou, N. (2018) Examining the social aspects of the Greenhouse Effect through Mathematical Modeling. In 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. Greenville, SC: University of South Carolina & Clemson University (pp. 1131).
  • Zhu, M., Panorkou, N., Etikyala, S., Basu, D., Street-Conaway, T., Iranah, P., Mazol, D., Hannum, C., Marshall, R., Lal, P. & Samanthula, B. (2018). Steerable Environmental Simulations for Exploratory Learning. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 83-92). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
  • Zhu, M., Panorkou N.,  Lal, P., Etikyala S., Germia, E.,  Iranah, P., Samanthula, B. and Basu, D. (2018). Integrating Interactive Computer Simulations into K-12 Earth and Environmental Science. Proceedings of IEEE Integrated STEM education Conference (ISEC) 2018, pp. 220-223, Princeton, NJ.
  • Panorkou, N and Vishnubhotla M. (2017). Counting Square Units Is Not Enough: Exploring Area Dynamically. In T. A. Olson & L. Venenciano (Eds.), Proceedings of the 44th Annual Meeting of the Research Council on Mathematics Learning, Fort Worth, TX (pp. 97-104).
  • Seventko, J., Panorkou, N. and Greenstein, S. (2017). Balancing Teachers’ Goals and Students’ Play in a Sandbox-Style Game Environment. In T. A. Olson & L. Venenciano (Eds.), Proceedings of the 44th Annual Meeting of the Research Council on Mathematics Learning, Fort Worth, TX (pp. 73-80).
  • Greenstein, S., Panorkou, N., Seventko, J. (2016). Optimizing Teacher and Student Agency in Minecraft-Mediated Mathematical Activity. In Wood, M. B., Turner, E. E., Civil, M. & Eli, J. A. (Eds) Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ.
  • Panorkou, N., Maloney A., Confrey J. & Platt, D. (2014). Developing elementary students’ reasoning of geometric transformations through dynamic animation. In G. Futschek & C. Kynigos (Eds.), Proceedings of the 3rd International Constructionism Conference (pp. 481-489). Vienna: Austrian Computer Society.
  • Akuom, D., Greenstein, S., & Fernández, E. (to appear) Mathematical Making in Teacher Preparation: Research at the Intersections of Knowledge, Identity, Pedagogy, and Design. Paper to be presented at the 44th Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Nashville
  • York, T., Greenstein, S., & Akuom, D. (to appear) Embodying Covariation Through Collaborative Instrumentation. Paper to be presented at the 44th Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Nashville.
  • Daniel, A., Kim, Y., Leonard, H. S., Bonaccorso, V. D., & DiNapoli, J. (In press). Characterizing mathematics teacher learning through collegial conversations in a community of practice. Proceedings of the National Council of Teachers of Mathematics Research Conference.
  • Leonard, H. S., DiNapoli, J., Murray, E., & Bonaccorso, V. D. (2022). Collegial frame processes supporting mathematics teacher learning in a community of practice. In the American Education Research Association Online Paper Repository. American Educational Research Association.
  • Amenya, M., Perkoski, A., Cane, R. & DiNapoli, J. (2021). Affordances and challenges of implementing mathematical modeling in secondary classrooms: Teachers’ perspectives. Proceedings of the 14th Annual International Conference of Education, Research, and Innovation (pp. 2014-2023). International Academy of Technology, Education, and Development. https://library.iated.org/view/AMENYA2021AFF
  • Leonard, H. S., Kim, Y., Bonaccorso, V. D., Lim, S., DiNapoli, J., & Murray, E. (2021). The development of critical teaching skills for preservice secondary mathematics teachers through video case study analysis. In S. S. Karunakaran and A. Higgins (Eds.) 2021 Research in Undergraduate Mathematics Education Reports (pp. 171-179). http://sigmaa.maa.org/rume/2021_RUME_Reports.pdf
  • Dalzell, M., & DiNapoli, J. (2021). Assessing cognitive demand in innovative and reform-based mathematics textbooks. In the Education and New Learning Technologies (EDULearn) 2021 Proceedings (pp. 9364-9371). International Academy of Technology, Education, and Development. https://doi.org/10.21125/edulearn.2021.1891
  • Kim, Y., Bonaccorso, V. D., Mohamed, M. M., Leonard, H. S., DiNapoli, J., & Murray, E. (2021). Analyzing teacher learning in a community of practice centered on video cases of mathematics teaching. In A. I. Sacristan and J. C. Cortes (Eds.) Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2262-2269). Cinvestav – Department of Mathematics Education and AMIUTEM. https://doi.org/10.51272/pmena.42.2020-384
  • Leonard, H. S., Bonaccorso, V. D., DiNapoli, J., & Murray, E. (2021). Methodological advancements for analyzing teachers’ learning in a community of practice. In the American Educational Research Association Online Paper Repository. American Educational Research Association.
  • Greenstein, S., Pomponio, E., & Akuom, D. (2021). Harmony and Dissonance: An Enactivist Analysis of the Struggle for Sense Making in Problem Solving. Proceedings of the 43rd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Philadelphia.
  • Akuom, D. & Greenstein, S. (2021). Prospective Mathematics Teachers’ Designed Manipulatives As
  • Anchors for Their Pedagogical and Conceptual Knowledge. Proceedings of the 43rd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Philadelphia.
  • Greenstein, S., Jeannotte, D., Fernández, E., Davidson, J., Pomponio, E., & Akuom, D. (2020). Exploring the Interwoven Discourses Associated with Learning to Teach Mathematics in a Making Context. 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. 810-816). Cinvestav/AMIUTEM/PME-NA.
  • Mohamed, M., Paoletti, T., Vishnubhotla, M., Greenstein, S., & Lim, Su San. (2020). Supporting Students’ Meanings for Quadratics: Integrating RME, Quantitative Reasoning, and Designing for Abstraction. 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. 167-175). Cinvestav/AMIUTEM/PME-NA.
  • Greenstein, S., Fernández, E. & Davidson, J. (2019). Revealing Teacher Knowledge Through Making: A Case Study of Two Prospective Mathematics Teachers. Proceedings of the 41st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO.
  • Paoletti, T., Greenstein, S., Vishnubhotla, M., & Mohamed, M. (2019). Designing Tasks and 3D Physical Manipulatives to Promote Students’ Covariational Reasoning. Proceedings of the 43rd Annual Conference of the International Group for the Psychology of Mathematics Education. Pretoria, South Africa.
  • Paoletti, T., Vishnubhotla, M., Rahman, Z., Seventko, J. & Basu, D. (2017) Comparing graph use in STEM textbooks and practitioner journals. Proceedings of the Twentieth Annual Conference on Research in Undergraduate Mathematics Education, San Diego, California.
  • Panorkou, N & Vishnubhotla, M. (2017). Counting Square Units Is Not Enough: Exploring Area Dynamically. In T. A. Olson & L. Venenciano (Eds.), Proceedings of the 44th Annual Meeting of the Research Council on Mathematics Learning, Fort Worth, TX (pp. 97-104).
  • Panorkou, N., Maloney, A., Confrey, J., & Platt, D. (August 2014). Developing elementary students’ reasoning of geometric transformations through dynamic animations. Proceedings of Constructionism and Creativity, (pp. 1-10). Vienna, Austria.
  • Krupa, E. E., Webel, C., & McManus, J. (2013). Evaluating the impact of computer-based and traditional learning environments on students’ knowledge of algebra. In Martinez, M. & Castro Superfine, A (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago.
  • Webel, C., & Platt, D. (2012). Transition in limbo: How competing obligations can lead to pedagogical inertia. In Van Zoest, L.R.; Lo, J.-J. (Eds.). (2012) Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.  Kalamazoo, MI.; Western Michigan University.  pp. 905-908.