Otten, S., Gilbertson, N. J., Males, L. M., & Clark, D. L. (2014). The mathematical nature of reasoning-and-proving opportunities in geometry textbooks. Mathematical Thinking and Learning, 16, 51–79. doi:10.1080/10986065.2014.857802 International calls have been made for reasoning-and-proving to permeate school mathematics. It is important that efforts to heed this call are grounded in an understanding of […]

Smith III, J. P., Males, L. M., Dietiker, L. C., Lee, K. & Mosier, A. (2013). Curricular Treatments of Length Measurement in the United States: Do They Address Known Learning Challenges? Cognition and Instruction, 31, 388-433, DOI: 10.1080/07370008.2013.828728. http://dx.doi.org/10.1016/j.ijer.2013.08.006. Extensive research has shown that elementary students struggle to learn the basic principles of length measurement. […]

Gilbertson, N. J., Otten, S., Males, L. M., & Clark, D. L. (2013). Connecting Research to Practice: Reasoning-and proving opportunities in geometry textbooks. Mathematics Teacher, 107, 138-142. For many American students, high school geometry provides their only focused experience in writing proofs (Herbst 2002), and proof is often viewed as the application of recently learned […]

Chang, K., Males, L.M., Mosier, A., & Gonulates, F. (2011). Exploring U.S. textbooks’ treatment of the estimation of linear measurement. ZDM-The International Journal on Mathematics Education. doi:10.1007/s11858-011-0361-2. Learning to estimate a linear measurement is critical in becoming a successful measurer. Research indicates that the teaching of the estimation of linear measurement is quite open and […]