PUBLICATIONS FROM THE INITIATIVE

Peer Reviewed Journal Publications

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Copur-Gencturk, Y., & Tolar, T. (2022). The content-specific knowledge base for                 teaching: A study on the dimensionality of mathematical knowledge for teaching.      Teaching and Teacher Education.

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Copur-Gencturk, Y. (2021). Teachers' knowledge of fraction magnitude. International 

     Journal of Science and Mathematics Education. 

     https://doi.org/10.1007/s10763-021-10173-2.

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Copur-Gencturk, Y. (2021). Teachers’ conceptual understanding of fraction 

     operations: Results from a national sample of elementary school teachers. 

     Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10033-4.

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Copur-Gencturk, Y., & Doleck, T. (2021). Linking teachers' solution strategies to their 

     performance on fraction word problems. Teaching and Teacher Education. 

     https://doi.org/10.1016/j.tate.2021.103314.

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Copur-Gencturk, Y., & Doleck, T. (2021). Strategic competence for multistep fraction 

     word problems: An overlooked aspect of mathematics knowledge for teaching. 

     Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10028-1

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Copur-Gencturk, Y., Jacobson, D. E., & Rasiej, R. (2021). On the alignment of 

     teachers' mathematical content knowledge assessment with the Common Core 

     Standards. Journal of Mathematics Teacher Education.

     https://doi.org/10.1007/s10857-021-09486-4. 

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Copur-Gencturk, Y., & Rodrigues J. (2021). Content-specific noticing: A large-scale

     survey of mathematics teachers' noticing. Teaching and Teacher Education.

     https://doi.org/10.1016/j.tate.2021.103320. 

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Copur-Gencturk, Y., Cimpian, J. R., Lubienski, S. T., & Thacker, I. (2020). Teachers’ Bias

     Against the Mathematical Ability of Female, Black, and Hispanic Students.

     Educational Researcher, 49(1), 30–43. https://doi.org/10.3102/0013189X19890577. 

     Download here. 

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Copur-Gencturk, Y., Thacker, I., & Quinn, D. (2021). K-8 teachers’ overall and gender-       specific beliefs about mathematical aptitude. International Journal of Science             and Mathematics Education, 19(6), 1251-1269.

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Published Proceedings

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Copur-Gencturk, Y., Du, H., & Thacker, I. (2020). Differences in mathematical

ability beliefs between teachers and mathematicians in higher education. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the Forty-Second Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (pp. 573-577). Mazatlán, Sinaloa, Mexico.

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Copur-Gencturk, Y., & Rodrigues. J. (2021). Exploring mathematics teachers'

content-specific noticing with a large-scale survey. Paper presented at the Annual Meeting of the American Educational Research Association, virtual conference.

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Copur-Gencturk, Y., & Rodrigues, J. (2020). Teachers cannot improve what they do 

not see: A large-scale survey of mathematics teachers' noticing. Paper presented at the Association of Mathematics Teacher Educators (AMTE) Annual Meeting.

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Copur-Gencturk, Y., & Rodrigues, J. (2020). Learning from teaching: A new model

       of teacher learning. Brief Research Report to be published in the Proceedings of

       the Forty-Second Annual Meeting of the North-American Chapter of the

       International Group for the Psychology of Mathematics Education. Mazatlán,

       Sinaloa, Mexico. Download here.

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Copur-Gencturk, Y., & Rodrigues, J. (2020). A Large-Scale study on teacher noticing.

        Brief Research Report to be published in the Proceedings of the Forty-Second

        Annual Meeting of the North-American Chapter of the International Group for            the Psychology of Mathematics Education. Mazatlán, Sinaloa, Mexico.                          Download here.

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Rodrigues, J. & Thacker, I. (2019) Refuting a fraction misconception: A brief

         intervention promotes teachers' conceptual change. In S. Otten, A. G.                         Candela, Z. Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the Forty-                 First Annual Meeting of the North-American Chapter of the International                     Group for the Psychology of Mathematics Education (Vol. 8, pp. 731-735). St                 Louis, MA: University of Missouri. Download here.

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Thacker, I. (2020). Numerical estimation skills, epistemic cognition, and climate

         change: Mathematical skills and dispositions that can support science learning.

         Research Report to be published in the Proceedings of the Forty-Second                     Annual Meeting of the North-American Chapter of the International Group for           the Psychology of Mathematics Education. Mazatlán, Sinaloa, Mexico.                           Download  here.

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Thacker, I., Copur-Gencturk, Y., & Cimpian, J. R. (in press). Teacher bias: A discussion 

          with special emphasis on gender and STEM learning. In T. L. Good & M.                      McCaslin (Eds.), The Routledge Encyclopedia of Education: Educational                      Psychology Edition. Routledge.

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Thacker, I. & Rasiej, R. (2020). Mathematics teachers’ epistemic dispositions and

          their relationship with teacher instruction and student learning: A systematic 

          research synthesis. Brief Research Report to be published in the Proceedings              of the Forty-Second Annual Meeting of the North-American Chapter of the

          International Group for the Psychology of Mathematics Education. Mazatlán,

          Sinaloa, Mexico. Download here.

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