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., Patterson, C. L., & Dawkins, P. C. (n.d.). Broadening Views of Inquiry in Advanced Mathematics Through the Lens of Transformation. For the Learning of Mathematics.

Czocher, J. A., & Melhuish, K. M. (2024). Attending to Coherence Among Research Questions, Methods, and Claims in Coding Studies. Journal for Research in Mathematics Education, 55(3), 148–155.

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.

Ellis, B. M., Austin, C. K., Hamilton, C. D., Dvarishkis, B. C., & Melhuish, K. M. (n.d.). Examining Inequitable Talk and Perceived Status During Group-Worthy Tasks in an Undergraduate Topology Course. In Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education.

Patterson, C. L., Dawkins, P. C., Zolt, H. M., Tucci, A. A., Lew, K. M., & Melhuish, K. M. (2024). Adapting the proof of Lagrange’s Theorem into a sequence of group-work tasks. PRIMUS, 1–15.

Uscanga, R., Melhuish, K. M., & Cook, J. P. (2024). Students’ Productive Techniques for Approaching Defining Properties of Functions. Educational Studies in Mathematics.

Lew, K. M., Guajardo, L. R., Gonzalez, M. A., & Melhuish, K. M. (2024). Using Extant Proofs in the Classroom: A Comprehension Activity Structure. PRIMUS.

Melhuish, K. M., Patterson, C. L., Dawkins, P. C., & Lew, K. M. (2024). Moving Beyond Show and Tell in Proof-Based Courses. Notices of the American Mathematical Society, 72(1), 51–59.

Melhuish, K. M., Guajardo, L. R., Lew, K. M., Dawkins, P. C., & Roh, K. H. (n.d.). An Elaboration of Master Narratives in Mathematics and How Undergraduates Relate to Counternarratives. 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).

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).

Roh, K. H., Contreras, N., Melhuish, K. M., Dawkins, P. C., Lew, K. M., & Guajardo, L. R. (n.d.). Symbolic Variations Across Mathematical Subareas: Exploring Challenges in Undergraduate Students’ Interpretation of Mathematical Symbols. 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., & Czocher, J. A. (n.d.). A Preliminary Scoping Literature Review on Mixed Methods in RUME. In In Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education.

Contreras, N., Dawkins, P. C., Guajardo, L. R., Harris, P., Lew, K. M., Melhuish, K. M., … Winger, A. (n.d.). Humanizing proof-based mathematics instruction through experiences reading rich proofs and mathematician stories. Canadian Journal of Science, Mathematics, and Technology Education.

Zolt, H., & Melhuish, K. M. (n.d.). To Whom Are Instructors Obligated?: An investigation of Individual Obligations in Quotient Group Instruction. In In Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education.

Guajardo, L. R., Lew, K. M., & Melhuish, K. M. (n.d.). Here’s What “I” Do: Investigating the Actions Students Take in Proof Comprehension Tasks. In In Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education.

Bruner, O., Roh, K. H., Melhuish, K. M., Contreras, N., & Guajardo, L. R. (n.d.). Students’ Proof Comprehension via Set-Based Reasoning in a Transition-to-Proof Course. In In Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education.

Melhuish, K. M., Wrightsman, E. M., Guajardo, L. R., Lew, K. M., & Weber, K. (n.d.). A Gendered-Language Analysis of Abstract Algebra, Real Analysis, and Introduction to Proof Textbooks. In In Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education.

Cook, J. P., Strand, S., Reed, Z., Richardson, A., & Melhuish, K. M. (2023). Reasoning about inverses across algebraic contexts: Theory-building via a standalone literature review. The Journal of Mathematical Behavior, 72.

Melhuish, K. M., Lew, K. M., Hicks, M. D., Guajardo, L. R., Dawkins, P. C., & Morey, S. (2023). Proving, Analyzing, and Deepening Understanding of a Structural Property in Abstract Algebra. In Sharing and Storing Knowledge about Teaching Undergraduate Mathematics An Introduction to a Written Genre for Sharing Lesson-specific Instructional Knowledge (pp. 129–140). Washington, D.C., United States of America: Mathematics Association of America. Retrieved from https://maa.org/sites/default/files/pdf/pubs/books/members/NTE95_web.pdf

Melhuish, K. M., Guajardo, L. R., Dawkins, P. C., Zolt, H. M., & Lew, K. M. (2023). The Role of Quotient Group Meanings in a Theorem and Proof Comprehension Task. Educational Studies in Mathematics.

Thanheiser, E., & Melhuish, K. M. (2023). Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning. The Journal of Mathematical Behavior.

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

Cook, J. P., Melhuish, K. M., & Uscanda, R. (2023). Examining the Concept of Inverse:  Students Develop a Coordinated Way of Reasoning. The Journal of Mathematical Behavior, 72.

Melhuish, K. M., Ellis, B. M., & Sorto, M. A. (2023). Using a formative evaluation framework to validate a teaching observation tool. In T. Lamberg & D. Moss (Eds.). Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (Vol. 1, pp. 760–769). https://doi.org/https://doi.org/10.51272/pmena.45.2023

Czocher, J. A., Baas, A., Melhuish, K. M., & White, A. (2023). When Cohen’s Kappa Is Not Enough: Exploring Methods for Estimating Inter-Rater Reliability for Time Sequential Data. In Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education (pp. 286–293). Omaha, NE: SIGMAA on RUME.

Zolt, H. M., & Melhuish, K. M. (n.d.). Instructors’ Grounding Metaphors for Quotient Groups. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education.

Roh, K. H., Lee, Y. H., & Melhuish, K. M. (n.d.). Factors Influencing Undergraduate Students’ Logical (in)Consistency (LinC) in Mathematical Contexts. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education.

Apkarian, N., Guglielmo, J., Ruiz, S., Acevedo, C. I., Melhuish, K. M., & Johnson, E. (n.d.). Estudiante Perceptions of Classroom Inclusion: A Pilot Study. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education.

Melhuish, K. M., Wrightsman, E. M., Weber, K., & Guajardo, L. R. (n.d.). A Preliminary Investigation of the Language of Proof in Mathematical Textbooks. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education.

Austin, C. K., Melhuish, K. M., Gleason, J., & Lai, Y. (n.d.). An Exploration of Undergraduate Mathematics Education Measures and Their Validity Evidence. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education.

Uscanga, R., Melhuish, K. M., & Cook, J. P. (n.d.). Students’ Productive Techniques for Approaching Well-Definedness and Everywhere-Definedness. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education.

Melhuish, K. M., Guajardo, L. R., Contreras, N., Dawkins, P. C., Diaz-Lopez, A., Garcia, R., … Winger, A. (n.d.). Opposing Dimensions in Mathematicians’ Counter Narratives Written for Undergraduate Students. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education.

Patterson, C. L., Melhuish, K. M., & Hicks, M. D. (2023). The Role of Ritual and Personalization in Students’ Exploration of Subgroup Generation. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education.

Melhuish, K. M., Thanheiser, E., White, A., Rosencrans, B., Foreman, L., Shaughnessy, J. M., … Riffel, A. (2022). The Efficacy of a “Mathematics for All” Professional Development. Journal for Research in Mathematics Education, 53(4), 307–333.

Weber, K., & Melhuish, K. M. (2022). Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions Between Disciplinary Activity and Critical Education. Canadian Journal of Science, Mathematics and Technology Education.

Fukawa-Connelly, T., Melhuish, K. M., Weber, K., Dawkins, P. C., & Orr-Woods, C. (2022). The Teaching of Proof-Based Mathematics Courses. In In Karunakaran, S. S., & Higgins, A. (Eds.) Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education.

Melhuish, K. M., Fukawa-Connelly, T., Dawkins, P. C., Woods, C., & Weber, K. (2022). Collegiate Mathematics Teaching in Proof-Based Courses: Updated Evidence About an Important Practice. The Journal of Mathematical Behavior, 67.

Cook, J. P., Richardson, A., Steve Strand, Reed, Z., & Melhuish, K. M. (2022). How do students think about inverses across contexts? Theory-building via a standalone literature review. In In Karunakaran, S. S., & Higgins, A. (Eds.) Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education.

Tucci, A. A., & Melhuish, K. M. (2022). Comparing Authenticity in Proof Activity in an In-Person and Online Setting. In In Karunakaran, S. S., & Higgins, A. (Eds.) Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education.

Zolt, H. M., Tucci, A. A., & Melhuish, K. M. (2022). Relationships Between Dimensions Of Authenticity During An Inquiry-Oriented Abstract Algebra Activity. 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. 1108–1116).

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).

Zolt, H. M., Tucci, A. A., Melhuish, K. M., & Fukawa-Connelly, T. (2022). What Do Students Do To Develop Understanding of Definitions in Proof-Based Courses? In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education.

Guajardo, L. R., Melhuish, K. M., Zolt, H. M., Gonzalez, M. A., Tucci, A. A., Patterson, C. L., & Curtin, E. (2022). Beliefs and Rationales For Instructor Questioning Choices During Class Discussion of the First Isomorphism Theorem. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education.

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.

Melhuish, K. M., Vroom, K., Lew, K. M., & Ellis, B. (2022). Operationalizing Authentic Mathematical Proof Activity Using Disciplinary Tools. The Journal of Mathematical Behavior, 68, 101009. https://doi.org/10.1016/j.jmathb.2022.101009

Thanheiser, E., Melhuish, K. M., Sugimoto, A., Brenda Rosencrans, & Heaton, R. (2021). Networking Frameworks: A Method For Analyzing the Complexities of Classroom Cultures Focusing on Justifying. Educational Studies in Mathematics.

Melhuish, K. M., White, A., Sorto, M. A., & Thanheiser, E. (2021). Two Replication Studies of the Relationships between Mathematical Knowledge for Teaching, Mathematical Quality of Instruction, and Student Achievement. Implementation and Replication Studies in Mathematics Education.

Melhuish, K. M., Vroom, K., Lew, K. M., & Ellis, B. (2021). Operationalizing authentic and disciplinary activity for the undergraduate context. 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 (pp. 349–358).

Guajardo, L. R., Melhuish, K. M., & Zolt, H. M. (2021). Semiotic Conflicts in Students’ Collective Proof Comprehension Activity. In S. S. Karunakaran & A. Higgins (Eds.), 2021 Research in Undergraduate Mathematics Education Reports.

Hicks, M. D., Tucci, A. A., Koehne, C. R., Melhuish, K. M., & Bishop, J. L. (2021). Examining the Distribution of Authority in an Inquiry-Oriented Abstract Algebra Environment. In S. S. Karunakaran & A. Higgins (Eds.), 2021 Research in Undergraduate Mathematics Education Reports.

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).

Czocher, J. A., Melhuish, K. M., Kularajan, S. S. K., & Roan, E. A. (2021). Dual Measures of Mathematical Modeling for Engineering and other STEM Undergraduates. International Journal for Research in Undergraduate Mathematics Education, 7, 328–350.

Johnson, E., Andrews-Larson, C., Keene, K., Melhuish, K. M., Fortune, N., & Rachel Keller. (2020). Inquiry and Inequity in the Undergraduate Mathematics Classroom. Journal for Research in Mathematics Education, 51(4), 504–516.

Melhuish, K. M., Ellis, B., & Hicks, M. D. (2020). Group Theory Students’ Perceptions of Binary Operation. Educational Studies in Mathematics, 103(1), 63–81.

Melhuish, K. M., Lew, K. M., Hicks, M., & Kandasamy, S. (2020). Abstract Algebra Students’ Evoked Concept Images for Functions and Homomorphisms  . The Journal of Mathematical Behavior, 60.

Melhuish, K. M., Lew, K. M., & Hicks, M. D. (2020). Comparing Student Proofs to Explore a Structural Property in Abstract Algebra. PRIMUS.

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.

Sugimoto, A., Thanheiser, E., Sorto, M. A., & Melhuish, K. M. (2020). Operationalizing access for students: making meaning of tasks, contexts, and language. 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., Lew, K. M., Baumgard, T. B., & Ellis, B. (2020). Adapting K-12 Teaching Routines to the Advanced Mathematics Classroom. In In Karunakaran, S. S., Reed, Z., & Higgins, A. (Eds.). Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education.

Lew, K. M., Melhuish, K. M., & Dawkins, P. C. (2020). Proving Activities of Abstract Algebra Students in a Group Task-based Interview. In In Karunakaran, S. S., Reed, Z., & Higgins, A. (Eds.). Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education.

Melhuish, K. M., & Czocher, J. A. (2020). Division is Pretty Much Just Multiplication. For the Learning of Mathematics, 40(2), 38–43. Retrieved from https://www.jstor.org/stable/27091158

Melhuish, K. M., Larsen, S., & Cook, S. (2019). When students prove a theorem without explicitly using a necessary condition: Digging into a subtle problem from practice. International Journal of Research in Undergraduate Mathematics Education, 5(2), 205–227.

Thanheiser, E., & Melhuish, K. M. (2019). Leveraging variation of historical number systems to build understanding of the base-ten place-value system. ZDM, 51(1), 39–55.

Melhuish, K. M. (2019). The Group Theory Concept Assessment: Measuring Conceptual Understanding in Introductory Group Theory. International Journal of Research in Undergraduate Mathematics Education, 5(3), 359–393.

Melhuish, K. M., Thanheiser, E., & Fagan, J. (2019). The Student Discourse Observation Tool: Focusing Teachers on Justifying and Generalizing. Mathematics Teacher Educator, 7(2), 57–74.

Melhuish, K. M., Lew, K. M., Hicks, M., & Kandasamy, S. (2019). Abstract Algebra Students’ Function-Related Understanding and Activity. 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. 419–427).

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).

Johnson, E., Andrews-Larsen, C., Keene, K., Melhuish, K. M., Keller, R., & Fortune, N. (2019). Inquiry Does Not Guarantee Equity. 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. 154–163).

Melhuish, K. M., & Hicks, M. (2019). A Validity Argument for an Undergraduate Mathematics Concept Inventory. In J. Bostic, E. Krupa, & J. Shih (Eds.), Quantitative Measures of Mathematical Knowledge (Research in Mathematics Education Series). Netherlands: Springer.

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).

Melhuish, K. M., Lew, K. M., Kandasamy, S. S., & Hicks, M. D. (2019). Function Coherence in Advanced Mathematics. 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. 961–966).

Czocher, J., Melhuish, K. M., & Kandasamy, S. S. (2019). Building mathematics self-efficacy of STEM undergraduates through mathematical modelling. International Journal of Mathematical Education in Science and Technology, 1–28.

Melhuish, K. M., & Lew, K. M. (2019). The Dysfunction of Functions in Abstract Algebra. In AMSBlog: On Teaching and Learning Mathematics. Retrieved from https://blogs.ams.org/matheducation/2019/11/21/the-dysfunction-of-functions-in-abstract-algebra/#more-2879

Kandasamy, S. S., Czocher, J. A., & Melhuish, K. M. (2019). Participation in a Mathematical Modelling Competition as an Avenue for Increasing STEM Majors’ Mathematics Self-Efficacy. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 154–163). Mathematical Association of America.

Melhuish, K. M. (2018). Conceptual Replications in Group Theory. Journal for Research in Mathematics Education, 49(1), 9–38.

Melhuish, K. M., & Thanheiser, E. (2018). Reframing Replication Studies as Studies of Generalizability: A Response to Critiques of the Nature and Necessity of Replication. Journal for Research in Mathematics Education, 49(1), 104–110.

Melhuish, K. M., Thanheiser, E., & Guyot, L. (2018). Elementary teachers’ noticing of mathematical reasoning forms. Journal of Mathematics Teacher Education, 1–33.

Fagan, J., & Melhuish, K. M. (2018). Proof norms in introduction to proof textbooks. In In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 743–751).

Melhuish, K. M., & Hicks, M. (2018). Student Understanding of the General Binary Operation Concept. In In Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.). Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 548–555).

Melhuish, K. M., & Fagan, J. (2018). Connecting Group Theory Concept Assessment Results to Core Concepts at the Secondary Level. In N. Wasserman (Ed.), Connecting abstract algebra to secondary mathematics, for secondary mathematics teachers (Research in Mathematics Education Series) (pp. 19–45). Netherlands: Springer.

Melhuish, K. M., Bergman, A., & Czocher, J. A. (2018). Revisiting Reducing Abstraction in Abstract Algebra. In A. Weinburg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 1197–1205).

Melhuish, K. M., & Thanhesier, E. (2017). Using formative evaluation to support teachers in increasing student reasoning. In L. West & M. Boston (Eds.), Annual perspectives in mathematics education 2017: Reflective and collaborative processes to improve mathematics teaching (pp. 183–199). National Council of Teachers of Mathematics.

Melhuish, K. M., & Fagan, J. (2017). Exploring Student Conceptions of Binary Operation. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education (pp. 166–180). San Diego, CA.

Fagan, J., Melhuish, K. M., Thanheiser, E., Fasteen, J., Guyot, L., & Rosencrans, B. (2017). Connecting teachers’ buy-into professional development with classroom habits and practices. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 459–462). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Thanheiser, E., Rosencrans, B., Melhuish, K. M., Fagan, J., & Guyot, L. (2017). Increasing student cognitive engagement in the math classroom through sustained professional development. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 478–482). Hoosier Association of Mathematics Teacher Educators.

Guyot, L., Melhuish, K. M., & Fagan, J. (2017). Effect of Teachers’ Participation in a Professional Development on Student Achievement: A Longitudinal Large-Scale Study. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 537).

Melhuish, K. M., & Fagan, J. (2017). Reducing Abstraction in the Group Concept Inventory. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1577–1578).

Melhuish, K. M., & Fasteen, J. (2016). Results from the Group Concept Inventory: Exploring the Role of Binary Operation in Introductory Group Theory Task Performance. In T. Fukawa-Connelly, N. Infante, M. Wawro, & S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1098–1103). Pittsburgh, PA.

Riffel, A., Melhuish, K. M., & Thanheiser, E. (2016). The language of professional development leaders. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the  38th Conference of the Psychology of Mathematics Education-North America (pp. 391–394). Tucson, AZ: The University of Arizona.

Larsen, S., Glover, E., & Melhuish, K. M. (2015). Beyond good teaching: The benefits and challenges of implementing ambitious teaching. In D. Bressoud, V. Mesa, & C. Rasmussen (Eds.), Insights and Recommendations from the MAA National Study of College Calculus (pp. 93–105). MAA Press.

Melhuish, K. M. (2015). Determining What To Assess: A Methodology For Concept Domain Analysis As Applied To Group Theory. In T. Fukawa-Connelly, N. Infante, K. Keene, & M. Zandieh (Eds.), Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education (pp. 753–761). Pittsburgh, PA.

Fasteen, J., Melhuish, K. M., & Thanheiser, E. (2015). Multiplication by 10 base-5: Making Sense of Place Value Structure Through an Alternate Base. Mathematics Teacher Educator, 3(2), 83–98.

Melhuish, K. M., Fasteen, J., Thanheiser, E., & Fredericks, J. (2015). Teacher Noticing of Justification: Attending to the Complexity of Mathematical Content and Practices. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of 37th Conference of the Psychology of Mathematics Education-North America (pp. 748–755). East Lansing, MI: Michigan State University.

Fasteen, J., Thanheiser, E., Melhuish, K. M., & Dominguez, H. (2015). Teacher Buy-In for Profession Development: 4 Distinct Profiles. In T. G. Bartell, K. N. Bieda, R. T. Putnam, & K. Bradfield (Eds.), Proceedings of 37th Conference of the Psychology of Mathematics Education-North America (pp. 960–9063). East Lansing, MI: Michigan State University.

Melhuish, K. M., Larsen, S., Glover, E., Johnson, E., Fukawa-Connelly, T., Karakook, G., … Zandieh, M. (2014). Characteristics of successful programs in college calculus at bachelor’s granting universities. In Proceedings of the 17th Conference on Research in Undergraduate Mathematics Education, Denver, CO (pp. 880–883). Denver, CO.

Melhuish, K. M., & Glover, E. (2014). Investigating Instructors’ Views on the Role of Calculus. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 6, p. 172). Vancouver, Canada: PME.

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