Faculty Profiles

Melhuish, K. M., Patterson, C. L., Strickland, S. K., Austin, C. K., & Acevedo, C. I. (n.d.). Mathematicians’ fidelity of task implementation along two dimensions. State College, PA: Penn State University.

Melhuish, K. M., Strickland, S. K., Han, S., & Sorto, M. A. (2024). Why Ask Why? An Analysis of Teachers’ Why-Questions in Elementary and Middle Grade Mathematics Classrooms. Journal of Mathematics Teacher Education.

Austin, C. K., Strickland, S. K., Melhuish, K. M., & Acevedo, C. I. (n.d.). Student Perceptions of Group Worthy Tasks in Proof-Based Courses. In In Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA).

Melhuish, K. M., Lew, K. M., Dawkins, P. C., Strickland, S. K., & Patterson, C. L. (2023). Engineering Instructional Practices to Better Support Access and Participatory Equity in Authentic Proof Activity. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education. Retrieved from http://sigmaa.maa.org/rume/RUME25v2.pdf

Melhuish, K. M., White, A., Strickland, S. K., & Wrightsman, E. (2022). Exploring the Relationship Between Qualitative Lesson Scores and Quantitative Qualities of Individual Codes. In In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J., Strayer, J., & Drown, S. (Eds). Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1832–1840).

Melhuish, K. M., Dawkins, P. C., Lew, K. M., & Strickland, S. K. (2022). Lessons learned about incorporating high-leverage teaching practices in the undergraduate proof classroom to promote authentic and equitable participation. International Journal of Research in Undergraduate Mathematics Education.

Namakshi, N., Warshauer, H. K., Strickland, S., & Hickman, L. (2022). Investigating Preservice Teachers’ Assessment Skills: Noticing and Analyzing Student Thinking in Elementary and Middle-School Students’ Written Work. School Science and Mathematics, 122(3), 142–154. https://doi.org/DOI:10.1111/ssm.12522

Milewski, A., Strickland, S. K., Buchbinder, O., Chazan, D., & Herbst, P. (2021). Moves teachers use to respond to students’ non-canonical approaches for solving equations. In Proceedings of the Forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA).

Melhuish, K. M., Byeonguk Han, S., Sorto, M. A., & Strickland, S. K. (2021). An exploration of teachers’ why-questions in the mathematics classroom. In In Olanoff, D., Johnson, K., & Spitzer, S.M. (Eds.) Proceedings of the Forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA).

Milewski, A., & Strickland, S. K. (2020). Building on the work of teachers: Adding a functional lens to a teacher-generated framework for describing the instructional practices of responding. Linguistics & Education, 57(June 2020). https://doi.org/https://doi.org/10.1016/j.linged.2020.100816

Melhuish, K. M., Strickland, S. K., Ellis, B., Byeonguk Han, S., Pham, A., & Thanheiser, E. (2020). Profiling productive mathematical teaching moves in 4th-8th mathematics classrooms. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2017–2025). https://doi.org/https://doi.org/10.51272/pmena.42.2020-338

Koehne, C. R., Thanheiser, E., Strickland, S. K., Pham, A., Heaton, R., & Melhuish, K. M. (2020). Profiling the use of public records of students’ mathematical thinking in 4th-8th mathematics classrooms. In In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Melhuish, K. M., & Strickland, S. K. (2019). Abstract Algebra Instructors’ Noticing of Students’ Mathematical Thinking. In In Weinberg, A., Moore-Russo, D., Soto, H., & Wawro, M. (Eds.). Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 428–436).

Sorto, M. A., Melhuish, K. M., Thanheiser, E., Zied, K., Koehne, C., Sugimoto, A., … Strickland, S. K. (2019). Components of High-Quality Mathematics Classrooms: Attending to Learning Opportunities for English Language Learners. In In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.) Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (pp. 1594–1603).

McCabe, T. W., Herrera, C., Strickland, S. K., & White, A. (2017). Let’s Draw a Picture. Primus. https://doi.org/10.1080/10511970.2017.1338319

Milewski, A., & Strickland, S. K. (2016). (Toward) Developing a common language for describing instructional practices of responding: A teacher-generated framework. Mathematics Teacher Educator.

Strickland, S. K., & Rand, B. (2016). Learning Proof-Writing: Applying English Composition Pedagogical Strategies to Undergraduate Mathematics. In R. Schwell, A. Steurer, & J. F. Vasquez (Eds.), Beyond Lecture: Resources and Pedagogical Techniques to Improve Student Proof-Writing Across the Curriculum. Mathematical Association of America. Retrieved from https://www.maa.org/press/ebooks/beyond-lecture

Strickland, S. K. (2016). Who Counts as a Mathematician? In D. Y. White, S. Crespo, & M. Civil (Eds.), Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms. Reston NJ: National Council of Teachers of Mathematics.

Strickland, S. K., & Rand, B. (2016). Developing a proof-coding scheme. PRIMUS, 26(10), 905–921.

Strickland, S. K., & Milewski, A. (2016). Toward a functional framework for describing teachers’ practices of reacting. In Proceedings of the 13th International Congress on Mathematical Education.

Milewski, A., & Strickland, S. K. (2016). Maintaining Coherence across Research and Practice: A Common Framework for Describing Teachers’ Reacting Moves. In Proceedings of the American Educational Research Association, Annual Research Conference.

Jiang, Z., White, A., Strickland, S. K., Dickey, E., & Rossenwasser, A. (2016). The Efficacy of the Dynamic Geometry Approach. In E. Dickey, Z. Jiang, A. White, & B. Webre (Eds.), Findings of the Dynamic Geometry in the Classroom Project at Texas State University.

Strickland, S. K. (2016). Proving activities in high school geometry: A comparison among dynamic and non-dynamic geometry classrooms. In E. Dickey, Z. Jiang, A. White, & B. Webre (Eds.), Findings of the Dynamic Geometry in the Classroom Project at Texas State University.

Strickland, S. K., Jiang, Z., Obara, S., & Cuevas, G. J. (2016). Curriculum, engagement, and learning to trust: Two cases of dynamic geometry implementation. In E. Dickey, Z. Jiang, A. White, & B. Webre (Eds.), Findings of the Dynamic Geometry in the Classroom Project at Texas State University.

Sorto, M. A., Jiang, Z., White, A., & Strickland, S. K. (2016). Reprint: An Observational Protocol Measuring Secondary Teachers’ Implementation of Dynamic Geometry Approach. In E. Dickey, Z. Jiang, A. White, & B. Webre (Eds.), Findings of the Dynamic Geometry in the Classroom Project at Texas State University.

Warshauer, H. K., Strickland, S., Namakshi, N., Hickman, L., Bhattacharyya, S., Bartell, T., … Dominguez, H. (2015). Development of Preservice Teacher Noticing in a Content Course. In Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 972–975). East Lansing, MI, USA: Michigan State University.

Sorto, M. A., Jiang, Z., White, A., & Strickland, S. (2015). An Observational Protocol Measuring Secondary Teachers’ Implementation of Dynamic Geometry Approach. Mathematics Teaching – Research Journal, 7(4).

Warshauer, H. K., Strickland, S., Hickman, L., Namakshi, N., Oesterle, S., Nicol, N., … Allan, D. (2014). Relating  Preservice Teacher Noticing with Mathematical Knowledge for Teaching. In Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th North America Chapter of the Psychology of Mathematics Education (Vol. 6, p. 262).

Strickland, S. K., & Rand, B. (2012). Improving Undergraduates Novice Proof-Writing: Investigating the Use of Multiple Drafts. In Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education.

Warshauer, M. L., McCabe, T., Sorto, M. A., Strickland, S., Warshauer, H. K., & White, A. (2010). Equity. In M. Saul, S. Assouline, & L. J. Sheffield (Eds.), The Peak in the Middle:  Developing mathematically gifted students in the middle grades (pp. 155–170). San Marcos, United States: NCTM.

Star, J., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125.

Star, J. R., Strickland, S. K., & Hawkins, A. (2008). What is mathematical literacy? Exploring the relationship between literacy and content learning in middle and high school mathematics. In M. Conley, J. Freidhoff, M. Sherry, & S. Tuckey (Eds.), Adolescent literacy policy and instruction: The research we have and the research we need (pp. 104–112). New York: Guilford.

Strickland, S. K. (2008). Proofs, purposes, and participation in undergraduate mathematics. In Proceedings for the eleventh special interest group of the Mathematical Association of America on Research in Undergraduate Mathematics Education.

Speer, N., Strickland, S. K., Johnson, N., & Gucler, B. (2006). Mathematics graduate students’ knowledge of undergraduate students’ strategies and difficulties: Supporting concepts for derivative. In Proceedings of the 9th annual conference for Research in Undergraduate Mathematics Education.

Strickland, S. K., Wood, M., & Parks, A. (2005). [Review of Number Lines: Students Across Grade Levels Making Meaning through Metaphor, by G. Lloyd, M. Wilson, J. Wilkins, & S. Behm]. In Proceedings of the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education.

Strickland, S. K., Speer, N., Johnson, N., & Gucler, B. (2005). [Review of Teaching Assistants’ Knowledge and Beliefs Related to Student Learning of Calculus, by G. Lloyd, M. Wilson, J. Wilkins, & S. Behm]. In Proceedings of the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education.

Strickland, S. K. (2004). [Review of Listening to student understanding: Pre-service teachers’ difficulties, by D. E. McDougall & J. A. Ross]. In Proceedings of the twenty-sixth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, p. 1298).