Faculty Profiles

Patterson, C., Koehne, C., Warshauer, H. K., Cui, X., Bhattacharyya, S., & Warshauer, M. (2026). Examining professional development grounded in collaborative teaching: Resources that inservice and preservice teachers contribute to analysis of practice. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857=026-09764-z

Morrell, G. B., & Patterson, C. L. (n.d.). The Nature of a Community of Practice: Social Expectations at an Informal Summer Mathematics Program. In Proceedings of the 28th Annual Conference on Research in Undergraduate Mathematics Education.

Melhuish, K. M., Patterson, C. L., & Dawkins, P. C. (2025). Can Consuming Mathematics Be Compatible With Inquiry? For the Learning of Mathematics, 45(3), 9–13.

Melhuish, K. M., Patterson, C. L., Strickland, S. K., Austin, C. K., & Acevedo, C. I. (2025). Mathematicians’ fidelity of task implementation along two dimensions. In 47th Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. State College, PA: Penn State University.

Angel, C. A., Lawrence-Wallquist, A. C., & Patterson, C. L. (2025). Secondary Teachers’ Perceptions of Authenticity in Contextual Algebra Problems. State College, PA: Penn State University.

Strutchens, M., Arnold, E., Ashe, L., Conway, B., Cortez, R., Graham, K., … Roy, G. (n.d.). The Mathematical Education of Teachers III. Conference Board of the Mathematical Sciences.

Morrell, G. B., & Patterson, C. L. (2025). At the Crossroads of Inquiry and Equity: Synergies and Tensions in Instructor Decision-Making (pp. 706–713). Blacksburg, VA, United States: Virginia Tech.

Melhuish, K. M., Patterson, C. L., Dawkins, P. C., & Lew, K. M. (2025). Moving Beyond Show and Tell in Proof-Based Courses. Notices of the American Mathematical Society, 72(1), 51–59.

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.

Patterson, C. L., & Gerber, E. J. M. (2024). Building a Global Math Community: The Joyful Math Jamboree. Mathematics Teacher: Learning and Teaching PK-12, 117(2), 160–162.

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 (pp. 511–520). Retrieved from http://sigmaa.maa.org/rume/RUME25v2.pdf

Patterson, C. L., Bui, M. T. T., Guajardo, L. R., Acevedo, C. I., Rygaard Gaspard, B. R., & McGraw, R. (2023). Worthwhile problems: How teachers evaluate the instructional suitability of contextual algebra tasks (Vol. 1, pp. 791–799).

Wrightsman, E., & Patterson, C. L. (2023). Inservice secondary teachers’ beliefs about deductive discourse for equation solving (Vol. 2, pp. 629–637).

Lawrence-Wallquist, A. C., Ford, L. L., Kirmizi, M., & Patterson, C. L. (2023). Developing Our Teaching Praxis Using a Japanese Lesson Study Model Applied to Corequisite Mathematics. Journal of College Academic Support Programs, 6(1), 55–61. https://doi.org/10.58997/pp2

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 (pp. 1205–1211).

Guajardo, L. R., Melhuish, K. M., Zolt, H. M., Gonzalez, M. A., Tucci, A. A., Patterson, C. L., & Curtin, E. (2023). 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 (pp. 566–573). Retrieved from http://sigmaa.maa.org/rume/Site/Proceedings.html

Zolt, H. M., Wrightsman, E., Ford, L. L., & Patterson, C. L. (2022). Believing in infinity: Exploring students’ conceptions of improper integrals. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 33(5), 502–516.

Patterson, C. L., Wrightsman, E., Kirmizi, M., & McGraw, R. (2021). Extractive and inferential discourses for equation solving (pp. 390–394). Philadelphia, PA, United States.

Patterson, C. L., Warshauer, H. K., & Warshauer, M. L. (2021). Resources that preservice and inservice teachers offer in collaborative analysis of student thinking (pp. 1682–1686).

Patterson, C. L., Guajardo, L. R., & Yu, E. (2021). From recursion to induction: Students’ generalization practices through the lens of combinatorial games (pp. 1213–1217).

Cattey, C., & Patterson, C. L. (2021). Discovering square roots: Productive struggle in middle school mathematics (pp. 1374–1378).

Hughes Hallett, D., Kalaycioglu, S., Lahme, B., Morris, J., Patterson, C. L., Spiegler, A., & Wootton, A. (2020). Web video content for Calculus: Single and Multivariable. In Calculus: Single and Multivariable. Hoboken, NJ, United States: John Wiley & Sons.

Patterson, C. L., Parrott, A., & Belnap, J. (2020). Strategies for Assessing Mathematical Knowledge for Teaching in Mathematics Content Courses. The Mathematics Enthusiast, 807–842.

Liang, S., Vallines Mira, R., Prasad, P. V., & Patterson, C. L. (2019). Improving our practice as mathematics teacher educators through teaching research. International Journal for the Scholarship of Teaching and Learning, 13(2), 1–8. Retrieved from https://files.eric.ed.gov/fulltext/EJ1218282.pdf

Arbaugh, F., McGraw, R., & Patterson, C. L. (2019). Collaborations between Mathematics Educators and Mathematicians for Mathematics Teacher Education in the United States. In International Handbook of Mathematics Teacher Education: Volume 3 (Vol. 3, pp. 153–181). Leiden, Netherlands: Brill | Sense.

McGraw, R., & Patterson, C. L. (2019). Establishing Problem Spaces and Boundaries During Small Group Work on a Contextualized Problem. Journal of Mathematics Education, 1–17.

Patterson, C. L., Guajardo, L., & Tomasso, M. (2019). How Peer Mentors Support Students in Learning to Write Mathematical Proofs (pp. 484–491). Oklahoma City, OK, United States: SIGMAA for Research in Undergraduate Education. Retrieved from http://sigmaa.maa.org/rume/Site/Proceedings.html

Patterson, C. L., & McGraw, R. (2018). When time is an implicit variable: An investigation of students’ ways of understanding graphing tasks. Mathematical Thinking and Learning, 20(4), 295–323. https://doi.org/10.1080/10986065.2018.1509421

Patterson, C. L., & Prasad, P. V. (2018, August). Beyond grades: Feedback to stimulate rethinking and intellectual growth. AMS Blog on Teaching and Learning Mathematics. Providence, RI, United States: American Mathematical Society. Retrieved from https://blogs.ams.org/matheducation/2018/08/06/beyond-grades-feedback-to-stimulate-rethinking-and-intellectual-growth/

Patterson, C. L., & Farmer, L. C. (2018). Here’s what you do: Personalization and ritual in college students’ algebraic discourse (pp. 198–212). San Diego, CA, United States: SIGMAA for Research in Undergraduate Mathematics Education. Retrieved from http://sigmaa.maa.org/rume/Site/Proceedings.html

Patterson, C. L., Hughes Hallett, D., Gleason, A., & McCallum, W. (2017). Calculus: Single and Multivariable, 7th Education. Wiley Scientific Publishing.

McGraw, R., & Patterson, C. L. (2017). Contextualized mathematics problems and transfer of knowledge: Establishing problem spaces and boundaries (pp. 661–668). Indianapolis, IN, United States: Hoosier Association of Mathematics Teacher Educators. Retrieved from https://www.pmena.org/proceedings/

Patterson, C. L. (2017). Learning to observe and observing to learn: Using in-person and video observation to study mathematics teaching and learning (Vol. 12, pp. 1–75). Berkeley, CA, United States: Mathematical Sciences Research Institute. Retrieved from http://library.msri.org/cime/index.html

Lai, Y., & Patterson, C. L. (2017). Opportunities presented by mathematics textbooks for prospective teachers to learn to use mathematics in teaching (pp. 142–147). Washington, DC, United States: Association of Public and Land-Grant Universities. Retrieved from https://www.aplu.org/projects-and-initiatives/stem-education/mathematics-teacher-education-partnership/mtep-conferences-meetings/mtep6.html

Patterson, C. L. (2017, March 20). Theory into practice: Growth mindset and assessment. AMS Blog on Teaching and Learning Mathematics. Providence, RI, United States: American Mathematical Society. Retrieved from https://blogs.ams.org/matheducation/2017/03/20/theory-into-practice-growth-mindset-and-assessment/

Patterson, C. L., & Cui, X. _. (2017). Attention to detail: Norms for proof evaluation in a summer mathematics program (pp. 821–828). San Diego, CA, United States: SIGMAA for Research in Undergraduate Mathematics Education. Retrieved from http://sigmaa.maa.org/rume/Site/Proceedings.html

Patterson, C. L., Patterson, J., & Wood, M. B. (2016). Problem Solving as Co-Construction of Narrative: Collaboration and Shared Cognition in a Calculus Workshop (p. 1149). Tucson, AZ.

Patterson, C. L., & McGraw, R. (2016). Teacher’s Covariational Reasoning in Context (p. 608). Tucson, AZ.

Patterson, C. L., Hughes Hallett, D., Lock, P., Gleason, A., & Flath, D. (2014). Applied Calculus, 5th Edition. Wiley Scientific Publishing.