PUBLICATIONS FROM THE INITIATIVE

Peer Reviewed Journal Publications

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Copur-Gencturk, Thacker, I, & Y., Quinn, D. (2020). K-8 Mathematics teachers’

     overall and gender-specific beliefs about mathematical aptitude. International

     Journal of Science and Mathematics Education. Advance online publication

     https://doi.org/10.1007/s10763-020-10104-7. Download here.

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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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Published Proceedings

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Copur-Gencturk, Y & Rodrigues, J. (in press). 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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Thacker, I. (in press). 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. & Rasiej, R. (in press). 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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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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