Faculty Profiles

Hardison, H. L., & Bui, M. T. T. (2025). Using Protractors to Move Beyond Measuring Angles. The Australian Mathematics Education Journal, 6(3), 8–15.

Bui, M. T. T., Lee, H. Y., Hardison, H. L., Paoletti, T., Zolt, H. M., & Rygaard Gaspard, B. R. (n.d.). Students’ arrangements of two number lines when creating a graphical representation: positioning and intersecting strategies. In Proceedings of the 47th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Rygaard Gaspard, B. R., Lee, H. Y., Morrell, G. B., Zolt, H. M., Bui, M. T. T., Hardison, H. L., & Paoletti, T. (n.d.). Middle grades students’ interpretations of Cartesian axes labels. In Proceedings of the 47th Annual Meeting of the International Group for the Psychology of Mathematics Education.

Hardison, H. L., & Gómez Marchant, C. N. (2025). Prospective Teachers and AI-Generated Imagery: Toward Pedagogically Transformative AI-Usage. In Proceedings for the 52nd Annual Meeting of the Research Council on Mathematics Learning (pp. 58–65).

Zolt, H. M., Rygaard Gaspard, B. R., Lee, H. Y., Paoletti, T., Hardison, H. L., Ford, L. L., … Bui, M. T. T. (2024). Modeling students’ strategies when creating a graph: A focus on reference frames and coordinate systems. In Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 695–701). Retrieved from https://www.pmena.org/pmenaproceedings/PMENA%2046%202024%20Proceedings.pdf#page=710

Hardison, H. L. (2024). Mentally Making and Measuring Angles. Mathematics Teacher: Learning and Teaching PK–12, 117(3), 217–223. https://doi.org/10.5951/MTLT.2023.0077

Hardison, H. L. (2024). Researching Quantifications of Angularity Using Genetic Epistemology Constructs. In Piaget’s genetic epistemology for mathematics education research (pp. 595–604). https://doi.org/10.1007/978-3-031-47386-9_20

Paoletti, T., Gantt, A. L., Lee, H. Y., Hardison, H. L., Rygaard Gaspard, B. R., Olshefke-Clark, A., … Margolis, C. (n.d.). A student’s developing meanings for spatial reference frames and coordinate systems. In Proceedings of the American Educational Research Association.

Paoletti, T., Margolis, C., Gantt, A. L., Hardison, H. L., Lee, H. Y., & Olshefke, A. (2024). Supporting learning through interpreting others’ solutions from a radical constructivist perspective: A theoretical report. In Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1640–1645). Retrieved from https://www.pmena.org/pmenaproceedings/PMENA%2046%202024%20Proceedings.pdf#page=1628

Hardison, H. L., & Gomez-Marchant, C. N. (2024). Illustrated Story Problems: Prospective Teachers’ Mathematically Pedagogical Usage of Text-to-Image Generative Artificial Intelligence. In Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1998–1999). Retrieved from https://www.pmena.org/pmenaproceedings/PMENA%2046%202024%20Proceedings.pdf#page=1977

Stevens, I. E., Hardison, H. L., & Brown, A. (2024). High School Students’ Figurative and Operative Thought When Reasoning About Distances. In Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 499–508). Retrieved from https://www.pmena.org/pmenaproceedings/PMENA%2046%202024%20Proceedings.pdf#page=514

Olshefke, A. J., Paoletti, T., Margolis, C., Lee, H. Y., Hardison, H. L., & Gantt, A. L. (2024). Students’ meanings for coordinate systems: Continuous and ordered-discrete reference frames. In Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 475–484). Retrieved from https://www.pmena.org/pmenaproceedings/PMENA%2046%202024%20Proceedings.pdf#page=490

Hardison, H. L. (2024). Novel generic examples from a foundational geometry course: Angular occasions for justification, generalization, and theorem application. Abstracts of Papers Presented to the American Mathematical Society, 45(4), 146–147.

Olshefke, A., Paoletti, T., Margolis, C., Gantt, A. L., Lee, H. Y., & Hardison, H. L. (2024). Different ways students interpret axes on graphs. In Psychology of Mathematics Education Conference (PME 47) (Vol. 1, p. 198). Retrieved from https://www.igpme.org/wp-content/uploads/2024/07/Vol-1-PME47-01-07-2024.pdf

Rygaard Gaspard, B. R., Lee, H. Y., Bui, M. T. T., Hardison, H. L., Paoletti, T., Tarigan, S. I., … Zolt, H. M. (2024). Students’ Reasoning Through Graphing Conventions. In Proceedings of the Psychology of Mathematics Education Conference (PME 47) (Vol. 1, p. 265). Retrieved from https://www.igpme.org/wp-content/uploads/2024/07/Vol-1-PME47-01-07-2024.pdf

Gomez Marchant, C. N., & Hardison, H. L. (2024). In the shadows of burgeoning Colossi: The whiteness of AI in mathematics teacher education. Connections, 33(4). Retrieved from https://amte.net/sites/amte.net/files/Connections%28Gomez%20Marchant%29.pdf

Hardison, H. L. (2023). Mental Operations for Altering Length and Preserving Angularity. In Proceedings of the 45th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 353–361).

Lee, H. Y., Paoletti, T., Zolt, H. M., Bui, M. T. T., Hardison, H. L., Gantt, A., & Rygaard Gaspard, B. R. (2023). A framework for designing graphing tasks from the ground up. In Proceedings of the 45th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 88–89). Reno, Nevada.

Bishop, J. P., Hardison, H. L., & Przybyla-Kuchek, J. E. (2022). Responsiveness to students’ mathematical thinking in middle-grades classrooms. Journal for Research in Mathematics Education, 53(1), 10–40.

Czocher, J. A., Hardison, H. L., & Kandasamy, S. S. S. (2022). A bridging study analyzing mathematical model construction through a quantities-oriented lens. Educational Studies in Mathematics, 111(2), 299–321.

Hardison, H. L., Lee, H. Y., Guajardo, L. R., & Bui, M. T. T. (2022). How many angles do you see? Prospective teachers’ assimilatory domains for angularity. In Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 583–591). Retrieved from http://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf

Paoletti, T., Hardison, H. L., & Lee, H. Y. (2022). Students’ static and emergent graphical shape thinking in spatial and quantitative coordinate systems. For the Learning of Mathematics, 42(2), 48–50.

Czocher, J. A., & Hardison, H. L. (2021). Attending to Quantities through the Modelling Space. In F. Leung, G. A. Stillman, G. Kaiser, & L. Wong (Eds.), Mathematical Modelling Education in East and West (pp. 263–272). Springer. Retrieved from https://doi.org/10.1007/978-3-030-66996-6_22

Hardison, H. L. (2021). What an angle measure measures for prospective teachers. In Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1147–1148).

Hardison, H. L. (2021, August). Funky Protractors. Illuminations. NCTM. Retrieved from https://www.nctm.org/Classroom-Resources/Illuminations/Lessons/Funky-Protractors/

Lee, H. Y., Hardison, H. L., & Paoletti, T. (2020). Foregrounding the Background: Two Uses of Coordinate Systems. For the Learning of Mathematics, 40(2), 32–37.

Hardison, H. L., & Lee, H. Y. (2020). Funky Protractors for Exploring Angle Measure. Mathematics Teacher: Learning and Teaching PK-12, 113(3), 229–232. https://doi.org/10.5951/MTLT.2019.0214

Bishop, J. P., Hardison, H. L., Przybyla-Kuchek, J. E., & Hassay, E. L. (2020). Leveraging student thinking to foster productive discussions. Mathematics Teacher: Learning and Teaching PreK-12, 113(12), 995–1002. https://doi.org/10.5951/MTLT.2019.0096

Hardison, H. L. (2020). Acknowledging Non-Circular Quantifications of Angularity. In Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 671–675). Mexico. https://doi.org/10.51272/pmena.42.2020-98

Hardison, H. L., & Lee, H. Y. (2020). Prospective Teachers’ Strategies for Evaluating Non-Standard Angular Measurement Tools. In Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1615–1619). Mexico. https://doi.org/10.51272/pmena.42.2020-254

Hardison, H. L., & Lee, H. Y. (2020). Funky Protractors Created by Prospective Teachers. In Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 731–732). Mazatlan, Mexico. https://doi.org/10.51272/pmena.42.2020-108

Lee, H. Y., Hardison, H. L., Kularajan, S. S. K., & Guajardo, L. R. (2020). Establishing a Cartesian coordination in the ant farm task: A case of Ginny. In Proceedings of the 42th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 931–939). Mazatlan, Mexico.

Czocher, J. A., & Hardison, H. L. (2020). The Modeling Space: An Analytical Tool for Documenting Students’ Modeling Activities. In S. S. Karunakaran, Z. Reed, & A. Higgins (Eds.), Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education (pp. 769–776). Mathematical Association of America.

Hardison, H. L. (2019). Four attentional motions involved in the construction of angularity. In Proceedings of the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 360–369). St. Louis, MO: University of Missouri.

Hardison, H. L., & Lee, H. Y. (2019). Supporting prospective elementary teachers’ non-circular quantifications of angularity. In Proceedings of the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1340–1344). St. Louis, MO: University of Missouri.

Hardison, H. L., Przybyla-Kuchek, J., & Bishop, J. P. (2019). Student-to-student responsiveness in middle-grades classrooms. In Proceedings of the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1708–1712). St. Louis, MO: University of Missouri.

Czocher, J. A., & Hardison, H. L. (2019). Characterizing Evolution of Mathematical Models. In S. Otten, A. G. Candela, C. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of Psychology of Mathematics Education, North American Chapter (pp. 864–873). St. Louis, MO: University of Missouri.

Hardison, H. L. (2018). Investigating High School Students’ Understandings of Angle Measure. In UGA Theses & Dissertations. University of Georgia. Retrieved from http://getd.libs.uga.edu/pdfs/hardison_hamilton_l_201805_phd.pdf

Lee, H. Y., Hardison, H. L., & Paoletti, T. (2018). Two uses of coordinate systems: A conceptual analysis with pedagogical implications. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1307–1314). Greenville, SC: University of South Carolina & Clemson University.

Paoletti, T., Lee, H. Y., & Hardison, H. L. (2018). Static and emergent thinking in spatial and quantitative coordinate systems. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1315–1322). Greenville, SC: University of South Carolina & Clemson University.

Hardison, H. L. (2018). Quantifying angularity: Circles optional. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 638). Greenville, SC: University of South Carolina & Clemson University.

Hardison, H. L. (2017). Bertin’s right (about) angle measure: We don’t need to base degrees on 360. In 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 388). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Hardison, H. L., Stevens, I. E., Lee, H. Y., & Moore, K. C. (2017). Lydia’s circle concept: The intersection of figurative thought and covariational reasoning. In Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 391). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Lee, H. Y., & Hardison, H. L. (2017). Motivating the Cartesian plane: Using one point to represent two points. In Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 379–382).

Stevens, I. E., Paoletti, T., Moore, K. C., Liang, B., & Hardison, H. L. (2017). Principles for designing tasks that promote covariational reasoning. In Proceedings of the twentieth annual conference on Research in Undergraduate Mathematics Education (pp. 928–936). San Diego, CA: The Special Interest Group of the Mathematical Association of America (SIGMAA) for Research in Undergraduate Mathematics Education.

Lee, H. Y., & Hardison, H. L. (2017). Foregrounding the background: Two uses of coordinate systems. Abstracts of Papers Presented to the American Mathematical Society, 38(1), 563–564.

Lee, H. Y., & Hardison, H. L. (2016). Spatial coordination as a prerequisite for representing quantitative coordination in two dimensions. In Proceedings of the 38th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 304). Tucson, AZ: Arizona State University.

Bishop, J. P., Hardison, H. L., & Przybyla-Kuchek, J. (2016). Profiles of responsiveness in middle grades mathematics classrooms. In Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1173–1180). Tucson, AZ: University of Arizona.

Hardison, H. L. (2016). High school students’ drawings of angles from haptic perceptions. In Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 302). Tucson, AZ: University of Arizona.

Hardison, H. L. (2016). Toward the same openness: Results from a teaching experiment in angle measure. In Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 301). Tucson, AZ: University of Arizona.

Hardison, H. L. (2015). Preliminary findings on two ninth graders’ conceptions of angle and angle measure as gross quantity. In Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 308). East Lansing, MI.

Hardison, H. L., Przybyla-Kuchek, J., & Bishop, J. P. (2015). A framework for teacher responsiveness. In Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1176). East Lansing, MI.