Herman + Rasiej Mathematics Initiative
PUBLICATIONS FROM THE INITIATIVE
Peer Reviewed Journal Publications
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
020-10104-7. Download here.
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.
Published Proceedings
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.
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
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
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.
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.