**Publications from 2012**

"Highly Adaptive, Interactive Instruction: Insights for the Networked Classroom"Hegedus, S., & Roschelle, J. (2012). Highly adaptive, interactive instruction: Insights for the networked classroom. In C. Dede & J. Richards (Eds.), Digital teaching platforms: Customizing classroom learning for each student (pp. 103-116). New York: Teachers College Press. | ||

"Limitless Ways to Talk about Limits: Communicating Mathematical Ideas in the Classroom"Gucler, B. (2012). Limitless ways to talk about limits: Communicating mathematical ideas in the classroom. Mathematics Teacher, 105(9), 697-701. | ||

"CCSSM: Examining the Critical Areas in Grades 5 and 6"Polly, D., & Orrill, C. (2012). CCSSM: Examining the critical areas in grades 5 and 6. Teaching Children Mathematics, 18(9), 566-573. | ||

"Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities"Izsak, A., Jacobson, E., de Araujo, Z., & Orrill, C. H. (2012). Measuring mathematical knowledge for teaching fractions with drawn quantities. Journal for Research in Mathematics Education, 43(4), 391-427. | ||

"Technology Integration in Mathematics: A Model for Integrating Technology Through Content Development"Orrill, C. H., & Polly, D. (2012). Technology integration in mathematics: A model for integrating technology through content development. In D. Polly, K. Persichitte, & C. Mims (Eds.), Developing technology-rich teacher education programs: Key issues (pp. 337-356). Hershey, PA: Information Science Reference (an imprint of IGI Global). doi:10.4018/978-1-46660-014-0 | ||

"In-service Middle Grades Teachers' Use of Double Number Lines to Model Word Problems"Orrill, C. H., & Brown, R. E. (2012). In-service middle grades teachers' use of double number lines to model word problems. Journal of Mathematics Teacher Education, 15(5), 381-403. DOI: 10.1007/s10857-012-9218-z | ||

"Is DNA Alive? A Study of Conceptual Change Through Targeted Instruction"Witzig, S. B., Freyermuth, S. K., Siegel, M. A., Izci, K., & Pires, J. C. (2012). Is DNA Alive? A Study of Conceptual Change Through Targeted Instruction. Research in Science Education, 43(4), 1361-1375. DOI: 10.1007/s11165-012-9311-4 | ||

"Investigating Human Impact in the Environment with Faded Scaffolded Inquiry Supported by Technologies"Campbell, T., Longhurst, M., Duffy, A., Wolf, P., & Nagy, R. (2012). Investigating human impact in the environment with faded scaffolded inquiry supported by technologies. Science Activities: Classroom Projects and Curriculum Ideas, 49(4), 99-107. | ||

"Leadership and modeling exemplary practice: A re-imagined role for the head of department"Melville, W., Campbell, T., & Bartley, A. (2012). Leadership and modeling exemplary practice: A re-imagined role for the head of department. School Science Review, 94(347), 35-39. |