*Note: CRMSE members in bold text. CRMSE associate members are in red text. Current and former graduate students in orange text.*

Asera, R., **T. Carey,** M. Davis, W. Moore, C. Walker and S. Williams. *Improving Mathematics Learning in Community Colleges: Building a Professional Community of Teachers*, California Community Colleges Success Network and Washington State Board of Community and Technical Colleges, May 2014.

**Bagley,
S.**, **Rasmussen, C.**, & Zandieh, M. (2015). Inverse, composition, and
identity: The case of function and linear transformation. *Journal of Mathematical Behavior*, *37*, 36-47.

**Bagley, S.**, **Rasmussen, C.**, & Zandieh, M. (2012). Inverse, composition, and identity: The case of function and linear transformation*. *In (Eds.) S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman*, Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education*, 2012, Portland, Oregon.

Beck, L., & **Chizhik, A. W.** (in press). Cooperative Learning Instructional Methods for CS1: Design, Implementation, and Evaluation. *Transactions on Computing Education.*

Becker, N., **Rasmussen, C.,** **Sweeney, G., Wawro, M.****,**
Towns, M., & Cole, R. (2013). Reasoning using particulate nature of
matter: An example of a sociochemical norm in a university-level
physical chemistry class. *Chemistry Education Research and Practice*, *14*, 81-94.

**Bishop, J.P., Lamb, L.L., Philipp, R.A.**, **Whitacre, I.**, **Schappelle B.P.** (2014) Using order to reason about negative numbers: The case of Violet, *Educational Studies in Mathematics, 86*(1). 39-59.

**Bishop,
J. P.**,** Lamb, L. L., Philipp, R. A.**, Whitacre, I., & **Schappelle, B**.
(in press). Leveraging Structure: Logical Necessity in the Context of
Integer Arithmetic. *Mathematical Thinking and Learning*.

**Bishop, J. P.**, **Lamb, L. L. C.**, Philipp, R. A., **Schappelle, B. P.**, & **Whitacre, I. **(2011). First graders outwit a famous mathematician. *Teaching Children Mathematics*, 17, 350–358.

**Bishop, J. P.**, **Lamb, L. L., Philipp, R. A.,** **Whitacre, I.****,**** ****Schappelle, B. P.****,**
& Lewis, M. (2014). Obstacles and affordances for integer
reasoning: An analysis of children’s thinking and the history of
mathematics. *Journal for Research in Mathematics Education, *45 (1), 19-61*.*

**Bowers, J.**, **Bezuk, N.**, **Aguilar, K.**, & **Klass, S. **(2011). Designing applets that instantiate effective mathematics pedagogy. *Journal of Technology and Teacher Education*, 19 (1), 45–72.

**Bowers, J.**, **Bezuk, N.**, & **Aguilar, K**. (2011). Adapting the mathematical task framework to design online didactic objects. *International Journal of Mathematical Education in Science and Technology*, 42 (4), 481–495.

**Bowers, J.,** Passentino, G., & Connors, C.
(2012). What is the complement to a procedural video: An analysis of how
videos can be designed to support productive mathematical practices. *Journal of Computers in Mathematics and Science Teaching*, 213-248.

**Bowers, J.,** **Zazkis, D.****, & Garcia, M.**
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the development of a “what if” propensity. To appear in E. Kelly and M.
Seppala, *Teaching and Learning with MOOCs*. Prentice Hall.

Bressoud, D., & **Rasmussen, C.** (2015). Seven characteristics of successful calculus programs. *Notices of the American Mathematical Society*, *62*(2), 144-146.

Bressoud, D., Carlson, M., Vilma, M., & **Rasmussen, C.**
(2013). The calculus student: Insights from the Mathematical
Association of America national study. International Journal of
Mathematical Education in Science and Technology,
DOI:10.1080/0020739X.2013.798874.

Bush, S.D., N.J. Pelaez, J.A. Rudd II, M.T. Stevens, K.D. Tanner, **K.S. Williams**
(2013). Widespread distribution and unexpected variation among science
faculty with education specialties (SFES) across the United States.
Proceedings of the National Academy of Sciences (PNAS) 110 (18):
7170–7175, doi:10.1073/pnas.1218821110.

Bush*, S.D., N.J. Pelaez*, J.A. Rudd*, M.T. Stevens*, K.D. Tanner*, **K.S. Williams* **(******all co-first authors listed alphabetically*).
2011. Investigation of Science Faculty with Education Specialties
(SFES) within the Largest University System in the United States.
CBE–Life Sciences Education 10 (1): 25–42. This article also appears in
the CBE–Life Sciences Education **Highlights of 2011 **special
edition, pp. 86–103. “Articles are selected to represent the breadth of
work published in the journal and to be exemplars of life science
education research and evidence-based practice.” It was also named by
the journal **Science **(vol 332:14; 1 April 2011) as an “**Editors’ Choice**: Highlights of the Recent Literature.”

Carbol, B. and **T. Carey,** *Assessment Support for Teaching with Online Learning*. Council of Ontario Universities Research Report, OOLI – 02, 2014**.**

**Carey, T., **Davis, A., Ferreras, S., & Porter, D. (2015).** **Using Open Educational Practices to Support Institutional Strategic Excellence in Teaching, Learning & Scholarship*. **Open Praxis, 7*(2), 161-171. doi:10.5944/openpraxis.7.2.201

**Carey, T.** and B. Carbol, *Faculty Support for Teaching with Online Learning*. Council of Ontario Universities Research Report, OOLI – 01, 2014.

**Carey, T.** & Trick, D. (2013, July). *How
online learning affects productivity, cost and quality in higher
education: An environmental scan and review of the literature*. Research Report for the Higher Education Quality Council of Ontario, July 2013.

**Carey. T.** (2013). Perspectives on Quality Teaching in Higher Education: Learning Outcomes, Exemplar and Model. Invited foreword for *Cases on Quality Teaching Practices in Higher Education*, Diane Salter (Editor). IGI Global: Hershey PA.

**Carey, T.** (2012, December). Contributing author for report to the National Science Foundation (U.S.) *Retrospective Essays **on a Decade of Building a National Science Digital Library to Transform STEM Education*. Science Education Research Center, Carleton College. http://serc.carleton.edu/files/p2p_redux/retrospective_essays_decade_bu.pdf

**Carey, T.**, K. Nakayama and L. Zweier, Sharing Innovations in STEM Education Through Digital Stories: a case study in Organic Chemistry, *The Chemical Educator*, Vol. 17, 15–22, 2012. http://chemeducator.org/bibs/0017001/17120015.htm

Carlson, M., **Rasmussen, C.**, Bressoud, D., Pearson M., Jacobs, S., Ellis, J., and Weber, E. (2011, February). *Surveying mathematics departments to identify characteristics of successful programs in college Calculus*. Paper presented at the Fourteenth Conference on Research in Undergraduate Mathematics Education, Portland, OR.

Cathcart, W. G., Pothier, Y. M., Vance, J. H., & **Bezuk, N. S. **(2011). *Learning mathematics in elementary and middle school: A learner-centered approach *(5th ed.). Boston: Pearson.

Chizhik, E.W., **Chizhik, A.W.** (2016) (Re)Conceptualizing the purpose of the lesson plan. *Journal of Educational Thought 49*(2). 210-225

Chizhik, E.W., **Chizhik, A.W.** (in press). Using activity theory to examine how teachers' lesson plans meet students' learning needs. *The Teacher Educator*.

Chizhik, E.W., **Chizhik, A.W.**, Close, C., & Gallego, M. (2017) SMILE (Shared Mentoring in Instructional Learning Environments): Effectiveness of a Lesson- Study approach to student-teaching supervision on a teacher-education performance assessment. *Teacher Education Quarterly. 44*(2), 27-47

Cole, R., Becker, N., Towns, M., **Sweeney, G.**, **Wawro, M.**, & **Rasmussen, C. **(2012).
Adapting a Methodology from Mathematics Education Research to Chemistry
Education Research: Documenting Collective Activity. *International Journal of Science and Mathematics Education*, 10, 193–211.

Corbo, J.C., **Reinholz, D.L.**, Dancy, M.H., Deetz, S & Finkelstein, N. (2016) Framework for transforming departmental culture to support educational innovation. *Physical Review Physics Education Research. 12*(1) 010113. http://link.aps.org/doi/10.1103/PhysRevPhysEducRes.12.010113.

Cromley, J. G., Booth, J. L., Wills, T. W., Chang, B. L., Tran, N., Madeja, M., Shipley, T. F., Zahner, W. (2017) Relation of Spatial Skills to Calculus Proficiency: A Brief Report. *Mathematical Thinking and Learning* Vol. 9, Issue 1.

Curlango, C. R., **Ponce, G.,** and Lopez-Morteo, G. (2011). A specialized search assistant for learning objects. *ACM Transactions of the web*.

Derting, T., **K.S. Williams**, J.L. Momsen, T.P. Henkel. 2011. Education Research: Set a High Bar. *Science *333 (2 September 2011): 1220–1221.

Dounas-Frazer, D.R. & **Reinholz, D.L.** (2015) Attending to lifelong learning skills through guided reflection in a physics class. *American Journal of Physics, 83*(10). 881-891. http://dx.doi.org/10.1119/1.490083

Dounas-Frazer, D.R., Hyater-Adams, S.A., & **Reinholz, D.L.** (in press) Learning to do diversity work: A model for continued education of program organizers. *The Physics Teacher*.

**Ellis,
J.**, Hanson, K., Nuñez, G., & **Rasmussen, C.** (in press). The
structure, content, and feedback of Calculus I homework at doctoral
degree granting institutions and differences between “successful” and
“less successful” Calculus I programs. *International Journal of Research in Undergraduate Mathematics Education*.

**Ellis, J.,** Kelton, M., & **Rasmussen, C. **(2014). Student perceptions of pedagogy and persistence in calculus. *ZDM – The International Journal on Mathematics Education. *DOI: 10.1007/s11858-014-0577.

**Ellis, J.**, Henderson, F., **Rasmussen, C.**, and Zandieh, M. (2012, February). *Student reasoning about linear transformations*. Paper presented at the Fifteenth Conference on Research in Undergraduate Mathematics Education, Portland, OR.

**Fisher, K.M.**, **K.S. Williams**, **J.E. Lineback**. 2011. Osmosis and diffusion conceptual assessment. CBE–Life Sciences Education 10 (4): 418–29. Winter 2011.

Friedman, J., Bohonak, A., **Levine, R. A.** (2013). When Are Two Pieces
Better than One, Fitting and Testing OLS and RMA Regressions. *Environmetrics 24*, 306-316.

Gandi, P.R., Livezey, J., Zaniewski, A.M., **Reinholz, D.L.**, & Dounas-Frazer, D.R. (2016) Attending to experimental physics practices and lifelong learning skills in an introductory laboratory course. *American Journal of Physics. 84*(9). http://dx.doi.org/10.1119/1.4955147

Gavilanez, P., Ortlieb, A. and **T. Carey**. Using a Value Cycle Framework to Analyze Teamwork Capability as a Learning Outcome in Interior Desigh Studio Course, chapter accepted for Tucker, R. (ed). *Teaching Teamwork in Design:Collaboration and Student Engagement in Design Education*. Hershey PA: IGI Global Publishing. 2016.

Goff, L., M. K. Potter, E. Pierre, **T. Carey**, A. Gullage, E. Kustra, R. Lee, V. Lopes, L. Marshal, L. Martin, J. Raffoul, A. Siddiqui, and G. Van Gastel. *Learning Outcomes Assessment: A Practitioner’s Handbook*. Higher Education Quality Council of Ontario, Research Report 13/14- 008, 2015.

Grissom, S., Simon, E., Beck, L., & **Chizhik, A.** (2013, March). *Alternatives to lecture: Revealing the power of peer instruction and cooperative learning.*
Presented at the Association for Computing Machinery Special Interest
Group on Computer Science Education Conference, Denver, CO.

Hallett, M. J., Fan, J., Su, X. G., Nunn, M. E., and **Levine, R. A.**
(2014). On Variable Importance Rankings for Correlated Survival Data,
with Applications to Tooth Loss. *Statistical Modeling* 14, 523-547.

Hargis, J., Cavanaugh, C. Kamali, T., & **Soto, M.** (2013) Measuring the difficult to measure: iPad mobile learning. *International Journal of Mobile and Blended Learning. 3*(2), 60-77.

**Hawthorne,
C.** & **Rasmussen, C.** (2015). A framework for characterizing students'
thinking about logical statements and truth tables. *International Journal of Mathematical Education in Science and Technology*, *46*(3), 337-353.

Heck, D., Tarr, J., Hollebrands, K., Walker, E., Berry, R., Baltzley, P., **Rasmussen, C.**, King, K. (2012). Reporting research for practitioners: Proposed guidelines. *Journal for Research in Mathematics Education, 43*(2), 126-147.

Hershkowitz, R., Tabach, M., **Rasmussen, C.**, & Dreyfus, T. (2014). Knowledge shifts in a probability class: A case study. *DM – The International Journal on Mathematics Education. *DOI: 10.1007/s11858-014-0576-0.

**Jacobs, V.**, Martin, H., Ambrose, R, & **Philipp, R. A.** (2014). Warning Signs: Challenges to Children’s Understandings. *Teaching Children Mathematics, *
*21*(2), 107-113.

**Jacobs, V.**, Sherin, M., & **Philipp, R.** (2013). Mathematics teacher noticing: A hidden skill of teaching. *Proceedings of the 35th annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education* (pp. 1329–1333), Chicago, IL.

**Jacobs, V. R.**, **Lamb, L. C.**, **Philipp, R. A.**, & **Schappelle, B. P. **(2011).
Deciding how to respond on the basis of children’s understandings. In
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**Jacobs, V. R.**, **Philipp, R. A.**, & Sherin, M. G. (2011). Preface. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), *Mathematics teaching noticing: Seeing through teachers’ eyes *(pp. xxv–xxvii). New York: Routledge.

Johnson, E., Ellis, J., & **Rasmussen, C.** (in press). It’s about
time: The relationships between coverage and instructional practices in
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Kapranov, G.A., **Chizhik, A.W.**, & Chizhik, E.W. (2016) Teacher education reform in Far East Russia: Integrating field experiences with action research. *Educational Process: International Journal, 5*(4), 313-326.

Keene, K., & **Rasmussen, C. **(2013). Sometimes less is more:
Examples of student-centered technology as boundary objects in
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Keene, K., **Rasmussen, C.**, & Stephan, M. (2012). Gestures and a chain of signification: The case of equilibrium solutions. *Mathematics Education Research Journal, 24,* 347-369.

Laird, R., T. Wiesnowski, D. Salter and **T. Carey** (2016). Integrating Outputs, Outcomes and Impacts for Experiential Learning in a Cross-Cultural Field School, chapter accepted for *Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes*, C. Wankel and L. Wankel (eds.), Bingley, UK: Emerald Publishing Group, *Cutting-edge Technologies in Higher Education* series, forthcoming January 2016.

**Lamb, L.**, **Bishop, J.,** **Philipp, R.**, Whitacre, I., Stephan, M., Bofferding, L., Lewis, J., Brickwedde, J., Bagley, S. & **Schappelle, B.** (2013). Building on the emerging knowledge base for teaching and learning in relation to integers. *Proceedings of the 35th annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education* (pp. 1362–1366), Chicago, IL.

**Lamb, L.C.**, **Bishop, J.P.**, **Philipp, R. A.**, **Schappelle, B. P.**, **Whitacre, I.**, Lewis, M. (2012). Developing symbol sense for the minus sign. *Mathematics Teaching in the Middle School, 18 *(1), 5-9.

**Lamb, L. L.**, **Bishop, J. P.**, **Philipp, R. A.**, **Schappelle, B. P.**, **Whitacre, I.**, & Lewis, M. (2012). High school students’ conceptions of the minus sign. *Mathematics Teaching*, (227), 40–44.

Landers, M. & **Reinholz, D.L. **(2015) Students' Reflections on Mathematics Homework Feedback. *Journal for Developmental Education, 38*(3). 22-31.

Leung, K., **Rasmussen, C.**, Shen, S., & Zazkis, D. (2014). Calculus from a statistics perspective. *College Mathematics Journal*, *45*(5), 377-386.

**Lobato, J.**, **Walters, C.D., Hohensee, C., Gruver, J., & Diamond, J.M.** (2015). Leveraging failure in design research. *ZDM-The International Journal on Mathematics Education, 47*, 963-979.

**Lobato, J.**, **Hohensee, C., & Diamond, J. **(in press). What can we learn by comparing students’ diagram-construction processes with the mathematical conceptions inferred from their explanations with completed diagrams? *Mathematics Education Research Journal*. doi 10.1007/s13394-013-0106-3

**Lobato, J. **(2012). The actor-oriented transfer perspective and its contributions to educational research and practice. *Educational Psychologist*, 47(3), 1–16.

**Lobato, J.**, **Hohensee, C**., **Rhodehamel, B.**, & **Diamond, J**. (2012). Using student reasoning to inform the development of conceptual learning goals: The case of quadratic functions. *Mathematical Thinking and Learning*, 14(2), 85–119.

**Lobato, J.**, & **Rhodehamel, B.**, & **Hohensee, C. **(2012). “Noticing” as an alternative transfer of learning process, *Journal of the Learning Sciences*, 21(3), 1–50.

**Lobato, J., &**** Diamond, J**. (2013). Cross-cutting themes from international research on early algebra. *Journal for Research in Mathematics Education, 44*(4), 730-735.

**Lobato, J., ****Hohensee, C.****, &**** Rhodehamel, B.** (in press). Students’ mathematical noticing. *Journal for Research in Mathematics Education, 44*(5).

**Nemirovsky, R. **(2011). Episodic feelings and transfer of learning. *Journal of the Learning Sciences*, 20(2), 308–337.

**Nemirovsky, R.**, **Kelton, M. L.**, & **Rhodehamel, B. **(2013). Playing mathematical instruments: Emerging perceptuomotor integration with an interactive mathematics exhibit. *Journal for Research in Mathematics Education*, *44*(2), 372-415.

**Nemirovsky, R.**, **Kelton, M. L.**, & **Rhodehamel, B. ** (2012). Gesture and imagination: On the constitution and uses of phantasms. *Gesture*, *12*(2), 130-165.

**Nemirovsky, R.**, **Rasmussen, C.**, **Sweeney, G.**, & **Wawro, M. **(2012). When the classroom floor becomes the complex plane: Addition and multiplication as ways of bodily navigation. *Journal of the Learning Sciences*, (21) 2, 287–323.

**Nickerson, S.D., Fredenberg, M., & Druken, B.K.** (2014). Hybrid lesson study: Extending lesson study on-line. *International Journal for Lesson and Learning Studies*, 3(2), 152 – 169.

Pang, V.O. & **Park, C.D. **(2011). “Creating
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**Philipp, R. A.** (in press). Valorization of Knowledge as a Component
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**Philipp,
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**Philipp, R.**, Cabral, C., & **Schappelle, B. **(2011).
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**Philipp, R.**, & **Schappelle, B. **(2011).
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**Rasmussen, C. **(2017) RE: Conceptualization of the Continuum, an Educational Challenge for Undergraduate Students by Viviane Durand- Guerrier. *International Journal of Research in Undergraduate Mathematics Education*. Vol.3, Issue 1.

**Rasmussen, C.**, **Wawro, M.**, & Zandieh, M. (2015). Examining individual and collective level mathematical progress. *Educational Studies in Mathematics*, *88*(2), 259-281. DOI 10.1007/s10649-014-9583-x

**Rasmussen, C.**, & Ellis, J. (2015). Calculus coordination at
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**Rasmussen, C.**, Marrongelle, K., & Borba, M. (2014). Research on calculus: What do we know and where do we need to go? ZDM – *The International Journal on Mathematics Education*, *46*(4), 507-515. DOI: 10.1007/s11858-014-0615-x

**Reed, S, K.** and Pease, A. (2015). Formal ontologies as standards for knowledge organization. submitted.

**Reed, S, K.** and Pease, A. (2015). A framework for constructing cognition ontologies using WordNet, FrameNet and SUMO. *Cognitive Systems Research, *33, 122-144.

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**Reinholz, D. L. **& Gillingham, D. (in press) Forms of formative assessment: Eliciting and using student thinking. *For the Learning of Mathematics*.**Reinholz, D.L. **(2015) Peer conferences in calculus: The impact of systematic training. *Assessment & Evaluation in Higher Education*. http://dx.doi.org/10/1080/02602938.2015.1077197**Reinholz, D.L.** (2015) Peer-Assisted Reflection: A design-based intervention for improving success in calculus. *International Journal of Research in Undergraduate Mathematics Education, 1*(2) 234-267. http://doi.org/10.1007/s40753-015-0005-y**Reinholz, D.L. **(2016) Developing mathematical practices through reflection cycles. *Mathematics Education Research Journal, 28*(3), 441-445 http://doi.org/10.1007/s13394016-0175-1.**Reinholz, D.L., **(2016) The assessment cycle: A model for learning through peer assessment. *Assessment & Evaluation in Higher Education 41*(2). 301-315. http://dx.doi.org/10.1119.1.4930083**Reinholz, D.L.** & Dounas-Frazer, D.R. (2016) Using Peer Feedback to Promote Reflection on Open-Ended Problems. *The Physics Teacher. 54*(364). http://dx.doi.org/10.1119/1/1.4961181**Reinholz, D.L.**, Cox, M, & Croke, R. (2015) Supporting graduate student instructors in calculus. *The International Journal for the Scholarship of Teaching and Learning*: Vol 9: No. 2, Article 11. Available at http://digitalcomoons.georgiasouthern.edu/j-sotl/vol9/iss2/11

Richardson, G. M., Bowers, J., Woodill, A. J., Barr, J. R., Gawron, J.
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Rodriguez-Valls, F, and **Ponce, G.** (2013). Classroom the we space:
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Selinski,
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Sherin, M. G., **Jacobs, V. R.**, & **Philipp, R. A. **(Eds.). (2011). *Mathematics teacher noticing: Seeing through teachers’ eyes*. New York: Routledge (Taylor & Francis Group).

Sharpsten, L., Fan, J., Barr, J. Su, X., Demirel, S., and **Levine, R. A.**
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**Soto, M.M.** & Ambrose, R. (2014) Making students' mathematical explanations accessible to teachers through the use of digital recorders and iPads. *Learning, Media, and Technology*, (ahead -of -print) 1-20.

**Sowder, J. S., Sowder, L., & Nickerson, S**. (2012). *Reconceptualizing Mathematics for Elementary School Teachers, 2nd edition. *New York: W. H. Freeman & Co.

Su, X., Fan, J., **Levine, R. A.**, Tan, X., and Tripathi, A. (2013). Multiple-Inflation Poisson Model with L1 Regularization. *Statistica Sinica 23*, 1071-1090.

Sweeney,
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Tabach, M., Hershkowitz, R., **Rasmussen, C.**, & Dreyfus, T. (2014). Knowledge shifts in the classroom – A case study. *Journal of Mathematics Behavior, 33, *192-208. DOI: 10.1016/j.jmathb.2013.12.001

Thanheiser, E., **Philipp, R. A.**, Fasteen, J., Strand, K., & Mills, B. (2013). Preservice-Teacher Interviews: A Tool for Motivating Mathematics Learning. *Mathematics Teacher Educator*, 1(2), 34–44.

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