Publications from Group Members
2024
Munson, J. (2024). Enacted identity: Broadening conceptions of teacher learning. Mind, Culture, and Activity.
Munson, J., & Saclarides, E. S. (2024). Conflict and cooperation: Micropolitical forces affecting coaches' access. The Elementary School Journal, 124(3).
Osuna, J. M., & Munson, J. (2024). Exploring what teachers notice about students' interactional dynamics during collaborative mathematics problem-solving and their connections to instructional practice. Teaching and Teacher Education, 137, 104380.
Taylor, E. V., & Dobie, T. E. (2024). Parental support for mathematical problem solving: Proximal and distal influences within the religious practice of tithing. The Journal of Mathematical Behavior, 73, 101102.
2023
Baker, K., Ward, J., Nitta, K., Gonzalez, M. L., Smith, E., Jessup, N. A., & Dobie, T. (2023). From colleagues to critical friends: Exploring avenues of professional learning to support equity-based pedagogies in mathematics education. Studying Teacher Education.
Barth-Cohen, L., Dobie, T. E., Gutiérrez, J. F., Carlsruh, R., & Greenberg, K. (2023). Preservice elementary teachers' knowledge resources for blending arguments and representations in science. Journal of Science Teacher Education.
Garner, B., Munson, J., Krause, G., Bertolone-Smith, C., Saclarides, E. S., Vo, A., & Lee, H. S. (2023). The landscape of US elementary mathematics teacher education: course requirements for mathematics content and methods. Journal of Mathematics Teacher Education.
Hoffmann, A., & Even, R. (2023). The connection between mathematics and other fields: The discipline of mathematics vs. mathematics education. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (pp. 67-74).
Hoffmann, A., & Even, R. (2023). Mathematicians’ and teachers’ views on the connection between mathematics and other fields. In Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (No. 16). Alfréd Rényi Institute of Mathematics; ERME.
Hoffmann, A., & Even, R. (2023). The mutual contribution between mathematics and other fields: Mathematicians' and teachers' views. ZDM Mathematics Education, 55, 909-921.
Hoffmann, A., & Even, R. (2023). What do mathematicians wish to teach teachers about the discipline of mathematics? Journal of Mathematics Teacher Education.
Larison, S. (2023). Unpacking the complexity in video artifacts: Visible and audible dimensions of teachers’ noticing. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1098-1101). International Society of the Learning Sciences.
MacArthur, K., & Dobie, T. E. (2023). Benefits and challenges of peer interaction in calculus group exams: Perspectives of Latina/Hispanic & mixed race women. PRIMUS.
Munson, J., & Baldinger, E. E. (2023). What pedagogy feels like: Teachers' development of pedagogical empathy in rehearsal debriefs. Journal of the Learning Sciences, 32(4-5), 622-662.
Munson, J., Baldinger, E. E., & Armstrong, A. (2023). The relationship between appropriation and guided participation during teacher professional learning. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 854-857). International Society of the Learning Sciences.
Munson, J., & Dyer, E. B. (2023). Pedagogical sensemaking during side-by-side coaching: Examining the in-the-moment discursive reasoning of a teacher and coach. Journal of the Learning Sciences, 32(2), 171-210.
Munson, J., & Saclarides, E. S. (2023). How coaches get in. Phi Delta Kappan, 105(2), 32-36.
Richards, J. (2023). Exploring resources for responsiveness to student thinking in practice. Journal of Teacher Education, 74(5), 481-494.
Saunders, W., Topham, T., Jensen, B., Marcelletti, D., McCarthy, K., & Lee, L. (2023). What's in a teacher team meeting? Testing pedagogically productive talk as a framework for teacher collaboration. Teaching and Teacher Education, 131, 104176.
Swanson, H., Lawrence, L., Arnell, J., Dawkins, A., Jones, B., Sherin, B., & Wilensky, U. (2023). How co-designing computational modeling activities helped teachers implement responsive teaching strategies. In LDT '23: Proceedings of the 2023 Symposium on Learning, Design, and Technology (pp. 79-86). Association for Computing Machinery.
2022
Altshuler, M. (2022). "I think it's fun, and sort of challenging, but this is just me—I like challenges": Exploring early elementary school students' emerging mathematics identities (Publication number 29324134) [Doctoral dissertation, Northwestern University.] ProQuest Dissertations Publishing.
Anderson, E. R., & Dobie, T. E. (2022). Sentence stems to foster dialogue: Uses of "I notice" and "I wonder" in online teacher professional development. Journal of Teacher Education, 73(4), 424-437.
Chang, A. A. (2022). Understanding ideological reasoning: Shifts in engagement through a college journalism course (Publication number 29996586) [Doctoral dissertation, Northwestern University.] ProQuest Dissertations Publishing.
Dobie, T. E., & MacArthur, K. (2022). Exploring shifts in student attitudes toward group exams in college calculus: The case of Dane. International Journal of Research in Undergraduate Mathematics Education, 8, 149-175.
Dobie, T. E., Zummo, L., Dias, L., Barth-Cohen, L. A., & Warner, C. (2022). Case-based scenarios for supporting equitable mathematics and science instruction: Articulating design conjectures and emerging tensions. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1457-1460). International Society of the Learning Sciences.
Echevarria, R., Vogelstein, L., & Jackson, A. (2022). Moments of pedagogical feedback with explanations: Interactional foundations for supporting educational dignity. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 (pp. 1585-1588). International Society of the Learning Sciences.
Larison, S., Richards, J., & Sherin, M. G. (2022). Tools for supporting teacher noticing about classroom video in online professional development. Journal of Mathematics Teacher Education.
Leatherwood, C. (2022). Ecological perspectives on error orientations and interactions in African-centered middle school math classrooms (Publication number 29207135) [Doctoral dissertation, Northwestern University.] ProQuest Dissertations Publishing.
Munson, J., Lakshminarayanan, G., & Rodney, T. J. (2022). Cultural responsiveness and mathematical practices. Mathematics Teacher: Learning and Teaching PK-12, 115(10), 698-706.
Munson, J., & Saclarides, E. S. (2022). Getting a foot in the door: Examining content-focused coaches' strategies for gaining access to classrooms. The Elementary School Journal, 123(1), 128-154.
Pomian Bogdanov, K. (2022). "It's so frustrating!" Understanding design dilemmas in co-design through curricular values. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 (pp. 2116-2117). International Society of the Learning Sciences.
Richards, J. (2022). Exploring focused responsiveness as an approach to facilitation in professional learning. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 (pp. 985-988). International Society of the Learning Sciences.
Saclarides, E. S., Garner, B., Krause, G., Bertolone-Smith, C., & Munson, J. (2022). Design principles that support course design innovation for elementary mathematics methods courses. Mathematics Teacher Educator, 11(1), 9-25.
Saclarides, E. S., & Munson, J. (2022). An exploration of coaches' coordination of micropolitical strategies to gain access to teachers' classrooms. The Elementary School Journal, 123(1), 155-175.
Swanson, H., Sherin, B., & Wilensky, U. (2022). Tuning perceptions and inferences to see a graph in a new way. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1589-1592). International Society of the Learning Sciences.
Topham, T. (2022). Individual adaptation and structural change: Culturally sustaining pedagogy in a tribal college context (Publication number 29730550) [Master's thesis, Brigham Young University]. ProQuest Dissertations Publishing.
Ward, C., Topham, T., Dixon, H., Peterson, A., Rieder, J., Duffin, B., & Coburn, J. (2022). Culturally inclusive STEM learning: Mentored internships for Native American undergraduates at a tribal college and a university. Journal of Diversity in Higher Education.
Wu, S., Swanson, H., Sherin, B., & Wilensky, U. (2022). Investigating student learning about disease spread and prevention in the context of agent-based computational modeling. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1245-1248). International Society of the Learning Sciences.
Wu, S., Swanson, H., Sherin, B., & Wilensky, U. (2022). Students’ prior knowledge of disease spread and prevention. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1241-1244). International Society of the Learning Sciences.
2021
Boaler, J., Munson, J., & Williams, C. (2021). Mindset mathematics: Visualizing and investigating big ideas, Grade 1. Jossey-Bass.
Boaler, J., Munson, J., & Williams, C. (2021). Mindset mathematics: Visualizing and investigating big ideas, Grade 2. Jossey-Bass.
Dindyal, J., Schack, E. O., Choy, B. H., & Sherin, M. G. (2021). Exploring the terrains of mathematics teacher noticing. ZDM-Mathematics Education, 53, 1-16.
Dobie, T. E., & Anderson, E. R. (2021). Noticing and wondering to guide professional conversations. Mathematics Teacher: Learning and Teaching PK-12, 114(2), 94-102.
Dobie, T. E., Carlsruh, R., & Aina, D. K., Jr. (2021). Utility in context: A sociohistorical lens for examining students’ conceptions of the usefulness of mathematics. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 2, pp. 414–422). Tredition.
Dobie, T. E., Leatherwood, C., & Sherin, M. G. (2021). A look inside teacher-captured video. Journal of Technology and Teacher Education, 29(1), 45-66.
Dobie, T. E., & MacArthur, K. (2021). Student perspectives on group exams as a rehumanizing mechanism in college calculus. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 2, pp. 423 –432). Tredition.
Dobie, T. E., & Sherin, B. (2021). The language of mathematics teaching: A text mining approach to explore the zeitgeist of US mathematics education. Educational Studies in Mathematics, 107, 159-188.
Dobie, T. E., Sherin, M. G., & White, S. L. (2021). A lexical snapshot: An investigation into the evolving terminology of middle-school mathematics teachers in the United States. In C. Mesiti, M. Artigue, H. Hollingsworth, Y. Cao, & D. Clarke (Eds.), Teachers talking about their classrooms. Routledge.
Dobie, T. E., Sherin, M. G., White, S. L., & Mayle, K. M. (2021). United States lexicon. In C. Mesiti, M. Artigue, H. Hollingsworth, Y. Cao, & D. Clarke (Eds.), Teachers talking about their classrooms. Routledge.
Echevarria, R. (2021). "It's basically a program where you can just like be yourself and like learn how to master skills": Politicized caring in a museum-based tinkering program for high school students (Publication number 28773274) [Doctoral dissertation, Northwestern University]. ProQuest Dissertations Publishing.
Gutiérrez, J. F., Shiver, S., Dobie, T., Francom, R., & Barth-Cohen, L. (2021). Anything but race: Race-evasion and color-blindness in preservice teachers’ responses to a hypothetical scenario. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1161-1162). Bochum, Germany: International Society of the Learning Sciences.
Hoffmann, A., & Even, R. (2021). What do teachers learn about the discipline of mathematics in academic mathematics courses? Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Volume 3 (pp. 51-60). PME.
Lam, W. S. E., Chang, A. A., Rosario-Ramos, E. M., Smirnov, N., Easterday, M. W., & Doppelt, J. C. (2021). Multimodal voicing and scale-making in a youth-produced video documentary on immigration. Research in the Teaching of English, 55(4), 340-368.
Larison, S., & Sherin, M. (2021). From "uh oh" to "I'm curious if": Changes in teachers' stances over time. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 757-760). International Society of the Learning Sciences.
Munson, J. (2021). Negotiating identity and agency amidst pedagogical change: The case of student push back. Journal of the Learning Sciences.
Munson, J., & Baldinger, E. E. (2021). What pedagogy feels like: Using rehearsal debriefs to develop pedagogical empathy. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 513-516). International Society of the Learning Sciences.
Munson, J., Baldinger, E. E., & Larison, S. (2021). What if…? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs. Teaching and Teacher Education, 97, 103222.
Richards, J., Altshuler, M., Sherin, B. L., Sherin, M. G., & Leatherwood, C. J. (2021). Complexities and opportunities in teachers’ generation of videos from their own classrooms. Learning, Culture and Social Interaction, 28(4), 100490.
Richards, J., Sherin, B. L., & Altshuler, M. (2021). Teachers’ aesthetic judgments of classroom events. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 43-50). International Society of the Learning Sciences.
Saclarides, E. S., & Munson, J. (2021). Exploring the foci and depth of coach-teacher interactions during modeled lessons. Teaching and Teacher Education, 105, 103418.
Sherin, B. (2021). Where are we? Syntheses and synergies in science education research and practice. In O. Levrini, G. Tasquier, T. G. Amin, L. Branchetti, & M. Levin (Eds.), Engaging with contemporary challenges through science education research (pp. 211-224). Springer.
Sherin, M. G., Richards, J., & Altshuler, M. (2021). Learning from recording video of your own classroom. Phi Delta Kappan, 103(2), 44-48.
Smith, E., Dobie, T. E., Jessup, N., & Ward, J. (2021). Tensions of trust in preservice teachers' consideration of challenging mathematics tasks. Journal of Education for Teaching, 47(2), 287-289.
Swanson, H., Sherin, B., & Wilensky, U. (2021). Characterizing student theory building in computational modeling. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 745-748). International Society of the Learning Sciences.
Swanson, H., Sherin, B., & Wilensky, U. (2021). Refining student thinking through computational modeling. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 386-393). International Society of the Learning Sciences.
van Es, E. A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM-Mathematics Education, 53, 17-27.
Vossoughi, S., Davis, N. R., Jackson, A., Echevarria, R., Munoz, A., & Escude, M. (2021). Beyond the binary of adult versus child centered learning: Pedagogies of joint activity in the context of making. Cognition and Instruction, 39(3), 211-241.
2020
Altshuler, M. (2020). How can you tell?: Unpacking evidence in teachers’ stories of math students. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 573-576). International Society of the Learning Sciences.
Baldinger, E. E., & Munson, J. (2020). Developing adaptive expertise in the wake of rehearsals: An emergent model of the debrief discussions of non-rehearsing teachers. Teaching and Teacher Education, 95, 103125.
Boaler, J., Munson, J., & Williams, C. (2020). Mindset mathematics: Visualizing and investigating big ideas, Grade K. Jossey-Bass.
Davis, N., Hooper, P., Echevarria, R., Munoz, A., Vossoughi, S., Cortez, A., *, M., Pham, J. H., Scott, M., Sengupta-Irving, T., Tunney, J., & Macias, M. (2020). Taking on the task of reimagining teacher education: Positioning teachers as emergent learning scientists within complex political and ethical ecologies. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2191-2198). International Society of the Learning Sciences.
Dobie, T. E., & Sherin, M. G. (2020). What’s in a name? Language use as a mirror into your teaching practice. Mathematics Teacher: Learning and Teaching PK-12, 113(5), 354-360.
Langer-Osuna, J., Gargroetzi, E., Munson, J., & Chavez, R. (2020). Exploring the role of off-task activity on students' collaborative dynamics. Journal of Educational Psychology, 112(3), 514-532.
Langer-Osuna, J., Munson, J., Gargroetzi, E., Williams, I., & Chavez, R. (2020). "So what are we working on?": How student authority relations shift during collaborative mathematics activity. Educational Studies in Mathematics, 104(3), 333-349.
Larison, S., Munson, J., & Richards, J. (2020). So what? Now what? Two tools for supporting teachers’ thought experiments. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2387-2388). International Society of the Learning Sciences.
Munson, J. (2020). Noticing aloud: Uncovering mathematics teacher noticing in the moment. Mathematics Teacher Educator, 8(2), 25-36.
Munson, J., Baldinger, E. E., & Larison, S. (2020). Position and sensemaking in rehearsal debrief discussions. In A. I. Sacristan, J. C., Cortes-Zavala, & P. M. Ruiz-Arias (Eds.), Proceedings of the 42nd meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1902-1906). PME-NA.
Munson, J., & Dyer, E. B. (2020). Collaborative sensemaking through side-by-side coaching: Examining in-the-moment discursive reasoning opportunities for teachers and coaches. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1831-1838). International Society of the Learning Sciences.
Munson, J., & Saclarides, E. S. (2020). Getting a foot in the door: Examining mathematics coaches' strategies for gaining access to classrooms. In A. I. Sacristan, J. C., Cortes-Zavala, & P. M. Ruiz-Arias (Eds.), Proceedings of the 42nd meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1957-1958). PME-NA.
Richards, J., Altshuler, M., Sherin, B., & Sherin, M. (2020). Orchestrating for seeing: How teachers see and help others see student thinking when self-capturing classroom video. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1942-1949). International Society of the Learning Sciences.
Richards, J., Elby, A., Luna, M. J., Robertson, A. D., Levin, D. M., & Nyeggen, C. G. (2020). Reframing the responsiveness challenge: A framing-anchored explanatory framework to account for irregularity in novice teachers’ attention and responsiveness to student thinking. Cognition and Instruction, 38(2), 116-152.
Smith, M., Steele, M. D., & Sherin, M. G. (2020). The 5 practices in practice: Successfully orchestrating mathematics discussions in your high school classroom. Corwin.
Swanson, H., Martin, K., Sherin, B., & Wilensky, U. (2020). Characterizing student theory building in the context of block-based agent-based modeling microworlds. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1701-1704). International Society of the Learning Sciences.
Walkoe, J., Sherin, M., & Elby, A. (2020). Video tagging as a window into teacher noticing. Journal of Mathematics Teacher Education, 23(4), 385-405.
2019
Altshuler, M. (2019). Teachers' storied perceptions of students as learners of math. In S. Otten, A. G. Candela, Z. de 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 (pp. 1758-1759). PME-NA.
Baldinger, E., & Munson, J. (2019). Sensemaking of non-rehearsing teachers in rehearsal debriefs. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, Volume 4 (p. 8). PME.
Boaler, J., Munson, J., & Williams, C. (2019). Mindset mathematics: Visualizing and investigating big ideas, Grade 6. Jossey-Bass.
Boaler, J., Munson, J., & Williams, C. (2019). Mindset mathematics: Visualizing and investigating big ideas, Grade 7. Jossey-Bass.
Boaler, J., Munson, J., & Williams, C. (2019). Mindset mathematics: Visualizing and investigating big ideas, Grade 8. Jossey-Bass.
Dobie, T. E. (2019). Expanding conceptions of utility: middle school students' perspectives on the usefulness of mathematics. Mathematical Thinking and Learning, 21(1), 28-53.
Echevarria, R. (2019). “Then we go like this”: Mathematical activity and collaboration in a tinkering environment. In S. Otten, A. G. Candela, Z. de 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 (pp. 1472-1476). PME-NA.
Gargroetzi, E. C., Chavez, R. D., Munson, J., Langer-Osuna, J. M., & Lange, K. E. (2019). Can off-task be on-track? Phi Delta Kappan, 100(8), 62-66.
Hoffmann, A., & Even, R. (2019). Contribution of academic mathematics to teacher learning about the essence of mathematics. Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, Volume 2 (pp. 360-367). PME.
Larison, S., Richards, J., & Sherin, M. G. (2019). Analyzing designs for teacher online discourse around videos of primary students’ mathematical thinking. In S. Otten, A. G. Candela, Z. de 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 (pp. 617-618). PME-NA.
Lee, H-S., McNamara, D., Bracey, Z. B., Liu, O. L., Gerard, L., Sherin, B., Wilson, C., Pallant, A., Linn, M., Haudek, K. C., & Osborne, J. (2019). Computerized text analysis: Assessment and research potentials for promoting learning. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A wide lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 743-750). International Society of the Learning Sciences.
Liu, R., Stamper, J., Davenport, J., Crossley, S., McNamara, D., Nzinga, K., & Sherin, B. (2019). Learning linkages: Integrating data streams of multiple modalities and timescales. Journal of Computer Assisted Learning, 35(1), 99-109.
Munson, J. (2019). After eliciting: Variation in elementary mathematics teachers’ discursive pathways during collaborative problem solving. Journal of Mathematical Behavior, 56, 100736.
Munson, J., & Baldinger, E. E. (2019). Using rehearsal debriefs to develop emotional understanding of pedagogy. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, Volume 4 (p. 76). PME.
Sherin, B. (2019). Machine learning and the perils of prolific pattern finding. Constructivist Foundations, 14(3), 285-287.
Sherin, M. G., & Lynn, J. (2019). Attending to evidence of students’ thinking during instruction. Mathematics Teaching in the Middle School, 24(7), 430-435.
Smith, M., Bill, V., & Sherin, M. G. (2019). The 5 practices in practice: Successfully orchestrating mathematics discussions in your elementary classroom. Corwin.
Smith, M., & Sherin, M. G. (2019). The 5 practices in practice: Successfully orchestrating mathematics discussions in your middle school classroom. Corwin.
*Thompson, J., *Richards, J., Shim, S-Y., Lohwasser, K., Von Esch, K., Chew, C., Sjoberg, B., & Morris, A. (2019). Launching networked PLCs: Footholds into creating and improving knowledge of ambitious and equitable teaching practices in an RPP. AERA Open, 5(3), 1-23. (*denotes co-first authorship)
Wartella, E. A., Lovato, S. B., Pila, S., Lauricella, A. R., Echevarria, R., Evans, J., & Hightower, B. (2019). Digital media use by young children: Learning, effects, and health outcomes. In E. V. Beresin & C. K. Olson (Eds.), Child and adolescent psychiatry and the media (pp. 173-186). Elsevier.
2018
Boaler, J., Munson, J., & Williams, C. (2018). Mindset mathematics: Visualizing and investigating big ideas, Grade 3. Jossey-Bass.
Boaler, J., Munson, J., & Williams, C. (2018). Mindset mathematics: Visualizing and investigating big ideas, Grade 5. Jossey-Bass.
Chang, A., & Lam. W.S.E. (2018). Exploring ideological becoming for youth of diverse backgrounds: Documentary practices as internally persuasive discourse. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the learning sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3 (pp. 1655-1656). International Society of the Learning Sciences.
Friedman, S., Forbus, K., & Sherin, B. (2018). Representing, running, and revising mental models: A computational model. Cognitive Science, 42(4), 1110-1145.
Hass, C. A. F., Genz, F., Kustusch, M. B., Ouimet, P-P. A., Pomian, K. E., Sayre, E. C., & Zwolak, J. P. (2018). Studying community development: A network analytical approach. In A. L. Traxler, Y. Cao, & S. F. Wolf (Eds.), 2018 Physics Education Research Conference Proceedings. American Association of Physics Teachers.
Hoffmann, A., & Even, R. (2018). What do mathematicians wish to teach teachers in secondary school about mathematics? Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Volume 3 (pp. 99-106). PME.
Langer-Osuna, J., Gargroetzi, E., Chavez, R., & Munson, J. (2018). Rethinking loafers: Understanding the productive functions of off-task talk during collaborative mathematics problem-solving. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the learning sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. International Society of the Learning Sciences.
Munson, J. (2018). In the moment: Conferring in the elementary math classroom. Heinemann.
Munson, J. (2018). Responding to student thinking in the moment: Examining conferring practices and teacher learning in the elementary mathematics classroom (Publication number 28115152) [Doctoral dissertation, Stanford University]. ProQuest Dissertations Publishing.
Munson, J. (2018). Two instructional moves to promote student competence. Teaching Children Mathematics, 24(4), 244-249.
Nzinga, K., Rapp, D. N., Leatherwood, C., & Medin, D. L. (2018). Should social scientists be distanced from or engaged with the people they study? PNAS, 115(45), 11435-11441.
Pomian, K. E. (2018). Understanding group dynamics within a classroom using small group networks and epistemological framing [Master's thesis, DePaul University]. College of Science and Health Theses and Dissertations, 313.
Richards, J., & Thompson, J. (2018). "Choose your own adventure": Responsive curricular choices in elementary science. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the learning sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2 (pp. 1017-1020). International Society of the Learning Sciences.
Sherin, B., Kersting, N., & Berland, M. (2018). Learning analytics in support of qualitative analysis. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the learning sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1 (pp. 464-471). International Society of the Learning Sciences.
2017
Boaler, J., Munson, J., & Williams, C. (2017). Mindset mathematics: Visualizing and investigating big ideas, Grade 4. Jossey-Bass.
Karsenty, R., & Sherin, M. G. (2017). Video as a catalyst for mathematics teachers' professional growth. Journal of Mathematics Teacher Education, 20, 409-413.
Luna, M. J., & Sherin, M. G. (2017). Using a video club design to promote teacher attention to students' ideas in science. Teaching and Teacher Education, 66, 282-294.
Munson, J. (2017). Examining the efficacy of side-by-side coaching for growing responsive teacher-student interactions in elementary classrooms. In E. Galindo & J. Newton (Eds.), Proceedings of the thirty-ninth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 471-474). PME-NA.
Pomian, K. E., Zwolak, J. P., Sayre, E. C., Franklin, S. V., & Kustusch, M. B. (2017). Using social network analysis on classroom video data. In L. Ding, A. L. Traxler, & Y. Cao (Eds.), 2017 Physics Education Research Conference Proceedings (pp. 316-319). American Association of Physics Teachers.
Robertson, A. D., & Richards, J. (2017). Teacher sense-making about being responsive to students' science ideas: A case study. European Journal of Science and Mathematics Education, 5(4), 314-342.
Sherin, B. (2017). Elements, ensembles, and dynamic constructions. In T. G. Amin & O. Levrini (Eds.), Converging perspectives on conceptual change: Mapping an emerging paradigm in the learning sciences (pp. 61-78). Routledge.
Sherin, B. (2017). Conceptual change and symbol use in physics. In T. G. Amin & O. Levrini (Eds.), Converging perspectives on conceptual change: Mapping an emerging paradigm in the learning sciences (pp. 79-88). Routledge.
Sherin, M. G. (2017). Exploring the boundaries of teacher noticing: Commentary. In E. O. Shack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 401-408). Springer.
Sherin, M. G., & Dyer, E. B. (2017). Mathematics teachers' self-captured video and opportunities for learning. Journal of Mathematics Teacher Education, 20, 477-495.
Sherin, M. G., & Dyer, E. B. (2017). Teacher self-captured video: Learning to see. Phi Delta Kappan, 98(7), 49-54.
van Es, E. A., & Sherin, M. G. (2017). Bringing facilitation into view. International Journal of STEM Education, 4, 32.
2016
Colestock, A. A., & Sherin, M. G. (2016). What teachers notice when they notice student thinking: Teacher-identified purposes for attending to students' mathematical thinking. In A. D. Robertson, R. Scherr, & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 126-144). Routledge.
diSessa, A. A., Sherin, B. L., & Levin, M. (2016). Knowledge analysis: An introduction. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 30-71). Routledge.
Dyer, E. B., & Sherin, M. G. (2016). Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics. ZDM, 48(1-2), 69-82.
Richards, J., & Robertson, A. D. (2016). A review of the research on responsive teaching in science and mathematics. In A. D. Robertson, R. Scherr, & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 36-55). Routledge.
Robertson, A. D., Atkins, L. J., Levin, D. M., & Richards, J. (2016). What is responsive teaching? In A. D. Robertson, R. Scherr, & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 1-35). Routledge.
Robertson, A. D., Richards, J., Elby, A., & Walkoe, J. (2016). Documenting variability within teacher attention and responsiveness to the substance of student thinking. In A. D. Robertson, R. Scherr, & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 227-248). Routledge.
Russ, R. S., Sherin, B. L., & Lee, V. R. (2016). The intersection of knowledge and interaction: Challenges of clinical interviewing. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 393-418). Routledge.
Russ, R. S., Sherin, B. L., & Sherin, M. G. (2016). What constitutes teacher learning? In D. H. Gitomer & C. A. Bell (Eds.), Handbook of research on teaching, 5th edition (pp. 391-438). American Educational Research Association.
Sherin, B. L. (2016). Computational analysis and the importance of interactional detail. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 445-462). Routledge.
Stevens, R., Jona, K., Penney, L., Champion, D., Ramey, K. E., Hilppö, J., Echevarria, R., & Penuel, W. (2016). FUSE: An alternative infrastructure for empowering learners in schools. In C. K. Looi, J. L. Polman, U. Cress, and P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. International Society of the Learning Sciences.
2016
2015
Oppland-Cordell, S., Rosskamm, D., Bilyk, R., Echevarria, R., & Allen, N. (2015). Peer leaders' perspectives of their involvement in a mathematics enrichment workshop program: A comparison of motivations and outcomes. Proceedings of the 2014 Conference. The Peer-Led Team Learning International Society.
Richards, J., Johnson, A., & Nyeggen, C. G. (2015). Inquiry-based science and the Next Generation Science Standards: A magnetic attraction. Science and Children, 52(6), 54-58.
Sherin, B. (2015). On conceptual metaphor and the flora and fauna of mind: Commentary on Brookes and Etkina; and Jeppsson, Haglund, and Amin. International Journal of Science Education, 37(5-6), 806-811.
van Es, E. A., Stockero, S. L., Sherin, M. G., Van Zoest, L. R., & Dyer, E. (2015). Making the most of teacher self-captured video. Mathematics Teacher Educator, 4(1), 6-19.
2014
Blomberg, G., Sherin, M. G., Renkl, A., Glogger, I., & Seidel, T. (2014). Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection. Instructional Science, 42, 443-463.
Chinn, C. A., & Sherin, B. L. (2014). Microgenetic methods. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 171-190). Cambridge University Press.
Derry, S. J., Sherin, M. G., & Sherin, B. L. (2014). Multimedia learning with video. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 785-812). Cambridge University Press.
Elby, A., Richards, J., Walkoe, J., Gupta, A., Russ, R., Luna, M., Robertson, A., Coffey, J. E., Edwards, A. R., Sherin, M., & van Es, E. A. (2014). Differing notions of responsive teaching across mathematics and science: Does the discipline matter? In J. L. Polman, E. A. Kyza, K. O'Neill, I. Tabak, W. R. Penuel, S. Jurow, K. O'Connor, T. Lee, & L. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014 (Volume 3, pp. 1406-1415). International Society of the Learning Sciences.
Kersting, N. B., Sherin, B. L., & Stiger, J. W. (2014). Automated scoring of teachers' open-ended responses to video prompts: Bringing the classroom-video-analysis assessment to scale. Educational and Psychological Measurement, 74(6), 950-974.
Linsenmeier, K. A., Sherin, M., Walkoe, J., & Mulligan, M. (2014). Lenses for examining students' mathematical thinking. The Mathematics Teacher, 108(2), 142-146.
Richards, J., Elby, A., & Gupta, A. (2014). Characterizing a new dimension of change in attending and responding to the substance of student thinking. In J. L. Polman, E. A. Kyza, K. O'Neill, I. Tabak, W. R. Penuel, S. Jurow, K. O'Connor, T. Lee, & L. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014 (Volume 1, pp. 286-293). International Society of the Learning Sciences.
Sherin, M. (2014). The development of teachers' professional vision in video clubs. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 397-410). Routledge.
Sherin, M. G. (2014). Developing a professional vision of classroom events. In T. Wood, B. S. Nelson, & J. E. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 89-108). Routledge.
Sherin, M. G., & Russ. R. S. (2014). Teacher noticing via video: The role of interpretive frames. In B. Calandra & P. J. Rich (Eds.), Digital video for teacher education: Research and practice (pp. 3-20). Routledge.
Umpress, J., & Sherin, B. (2014). The body as viewfinder: Using wearable cameras in learning research. In V. Lee (Ed.), Learning technologies and the body: Integration and implementation in formal and informal learning environments (pp. 220-248). Routledge.
2013
Blomberg, G., Renkl, A., Sherin, M. G., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online, 5(1), 90-114.
Davis, P. R., Horn, M. S., & Sherin, B. L. (2013). The right kind of wrong: A "knowledge in pieces" approach to science learning in museums. Curator: The Museum Journal, 56(1), 31-46.
Martin, T., & Sherin, B. (2013). Learning analytics and computational techniques for detecting and evaluating patterns in learning: An introduction to the special issue. Journal of the Learning Sciences, 22(4), 511-520.
Richards, J., Conlin, L., Gupta, A., & Elby, A. (2013). Coupling epistemology and identity in explaining student interest in science. In P. V. Engelhardt, A. D. Churukian, & N. S. Rebello (Eds.), AIP Conference Proceedings of the 2012 Physics Education Research Conference (Volume 1513, pp. 334-337). American Institute of Physics.
Russ, R. S., & Sherin, M. G. (2013). Using interviews to explore student ideas in science. Science Scope, 36(5), 19-23.
Sherin, B. (2013). A computational study of commonsense science: An exploration in the automated analysis of clinical interview data. Journal of the Learning Sciences, 22(4), 600-638.
Sherin, M. G., Russ, R. R., & Sherin, B. L. (2013). Integrating noticing into the modeling equation. In Y. Li & J. N. Moschkovich (Eds.), Proficiency and beliefs in learning and teaching mathematics (pp. 111-124). Sense Publishers.
2012
Azevedo, F. S., diSessa, A. A., & Sherin, B. L. (2012). An evolving framework for describing student engagement in classroom activities. The Journal of Mathematical Behavior, 31(2), 270-289.
Blikstein, P., Worsley, M., Sherin, B., Baker, R., Berland, M., Martin, T., Roll, I.. Aleven, V., Koedinger, K., & Hershkovitz, A. (2012). Building bridges between learning analytics, educational data mining and core learning sciences perspectives. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The future of learning: Proceedings of the 10th International Conference of the Learning Sciences (Volume 2, pp. 134-141). International Society of the Learning Sciences.
Russ, R. S., Lee, V. R., & Sherin, B. L. (2012). Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction. Science Education, 96(4), 573-599.
Sherin, B. (2012). Using computational methods to discover student science conceptions in interview data. In LAK '12: Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp. 188-197). Association for Computing Machinery.
Sherin, B. L., Krakowski, M., & Lee, V. R. (2012). Some assembly required: How scientific explanations are constructed during clinical interviews. Journal of Research in Science Teaching, 49(2), 166-198.