Herman + Rasiej Mathematics Initiative
PUBLICATIONS FROM THE INITIATIVE
Peer Reviewed Journal Publications
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.
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.
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.
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.
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
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.
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.
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.
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.
Published Proceedings
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.
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.
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.
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.
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.
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.
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.
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.
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.