**Publications from 2015**

"Formative assessment"Orrill, C. H. (2015). Formative assessment. In J. M. Spector (Ed.), Encyclopedia of educational technology. Thousand Oaks, CA: Sage Publications Ltd. | ||

"Foreward"Orrill, C. H. (2015). Foreword. In D. Polly (Ed.), Cases on technology integration in mathematics education (pp. xx-xxii). Hershey, PA: Information Science Reference. | ||

"Reflection as professional knowledge for mathematics teachers"Kwon, N. Y., & Orrill, C. H. (2015). Reflection as professional knowledge for mathematics teachers. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education, 19(1), 1-17. | ||

"Challenges and strategies for assessing mathematical knowledge for teaching"Orrill, C. H., Kim, O.-K., Peters, S. A., Lischka, A. E., Jong, C., Sanchez, W. G., & Eli, J. A. (in press). Challenges and strategies for assessing mathematical knowledge for teaching. Mathematics Teacher Education and Development. | ||

"Tracing professional development to practice: Connection making and content knowledge in one teacher's experience"Orrill, C. H., & Kittleson, J. (in press). Translating learning into practice: Considering the relationship between teachers' professional development and teaching. To appear in Journal of Mathematics Teacher Education. | ||

"The impact of technology-enhnaced curriculum on learning advanced algebra in US high school classrooms"Hegedus, S. J., Dalton, S., & Tapper, J. (2015). The impact of technology-enhnaced curriculum on learning advanced algebra in US high school classrooms. Educational Technology Research and Development, 63(2), 203-228. doi: 10.1007/s11423-015-9371-z | ||

"Exploring how teacher-related factors relate to student achievement in learning advanced algebra in technology-enhanced classrooms"Hegedus, S. J., Dalton, S., & Tapper, J. (in press). Exploring how teacher-related factors relate to student achievement in learning advanced algebra in technology-enhanced classrooms. To appear in Journal of Mathematics Teacher Education. doi: 10.1007/s10857-014-9292-5 |