**Publications from 2013**

"Maya Thomas"Orrill, C., & Hill, J. (2013). Maya Thomas. In P. A. Ertmer, J. Quinn, & K. Glazewski (Eds.) The ID casebook: Case studies in instructional design (4th ed.). Upper Saddle River, NJ: Merrill. | ||

"A framework for socio-scientific issues based education"Presley, M. L., Sickel, A. J., Muslu, N., Merle-Johnson, D., Witzig, S. B., Izci, K, & Sadler, T. D. (2013). A framework for socio-scientific issues based education. Science Educator, 22(1), 26-32. | ||

"HLM in cluster-randomised trials- measuring the efficacy across diverse populations of learners"Hegedus, S., Tapper, J., Dalton, S., & Sloane, F. (2013). HLM cluster-randomised trials- measuring the efficacy across diverse populations of learners. Research in Mathematics Education, 15(2), 177-188. | ||

"Supporting pattern exploration and algebraic reasoning"Erbas, A. K., Ledford, S., Orrill, C. H., & Polly, D. (2013). Supporting pattern exploration and algebraic reasoning. In D. Polly (Ed.), Common core mathematics standards and implementing digital technologies (pp. 226-231). Hershey, PA: IGI Global. | ||

"Supporting mathematical communication through technology"Orrill, C. H., & Polly, D. (2013). Supporting mathematical communication through technology. In D. Polly (Ed.), Common core mathematics standards and implementing digital technologies (pp. 22-36). Hershey, PA: IGI Global. | ||

"A Review of Mathematics Education and Technology: Rethinking the Terrain, the 17th ICMI Study"Hegedus, S., Dalton, S., & Burke, J. (2013). A review of mathematics education and technology: Rethinking the terrain, the 17th ICMI study. Journal for Research in Mathematics Education, 44(3), 622-631. | ||

"Ecological Investigations Within An Interactive Plant Community Simulation"Duffy, A. M., Wolf, P. G., Barrow, J., Longhurst, M., & Campbell, T. (2013). Ecological investigations within an interactive plant community simulation. Science Scope, 36(8), 42-51. | ||

"Investigating the Mathematical Discourse of Young Learners Involved in Multi-Modal Mathematical Investigations"Gucler, B., Hegedus, S. & Robidoux, R. (2013). Investigating the mathematical discourse of young learners involved in multi-modal mathematical investigations. In D. Martinovic et al. (Eds.), Visual Mathematics and Cyberlearning. Springer. | ||

"Young Children Investigating Advanced Mathematical Concepts With Haptic Technologies: Future Design Perspectives"Hegedus, S. (2013). Young children investigating advanced mathematical concepts with haptic technologies: Future design perspectives. In L. Moreno-Armella & M. Santos (Eds.), Mathematical Problem-Solving. The Montana Mathematics Enthusiast. Information Age Publishing. | ||

"The SimCalc Vision and Contributions"Hegedus, S. J., & Roschelle, J. (Eds.). (2013). The SimCalc Vision and Contributions: Democratizing Access to Important Mathematics. Netherlands: Springer. | ||

"Science Teaching Orientations and Technology-Enhanced Tools for Student Learning"Campbell, T., Longhurst, M., Duffy, A., Wolf, P., & Shelton, B. (2013). Science teaching orientations and technology-enhanced tools for student learning. Research in Science Education. doi: 10.1007/s11165-012-9342-x. | ||

"Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms"Campbell, T., Oh, P. S., & Neilson, D. (2013). Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms. In M. Khine & I. Saleh (Eds.), Approaches and Strategies in Next Generation Science Learning (106-126). doi: 10.4018/978-1-4666-2809-0 | ||

"Examining the discourse on the limit concept in a beginning-level calculus classroom"Gucler, B. (2013). Examining the discourse on the limit concept in a beginning-level calculus classroom. Educational Studies in Mathematics, 82(3), 439-453. | ||

"Teaching prospective teachers about fractions: Historical and pedagogical perspectives"Park, J., Gucler, B., & McCrory, R. (2013). Teaching prospective teachers about fractions: Historical and pedagogical perspectives. Educational Studies in Mathematics, 82(3), 455-479. |