Faculty Profile for Lucinda Louise Ford

Selected Scholarly/Creative Work

• 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
• Rygaard Gaspard, B. R., Lee, H. Y., Bui, M. T. T., Hardison, H. L., Paoletti, T., Tarigan, S. I., … Zolt, H. M. (2024). Middle School 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
• Rygaard Gaspard, B., Lee, H. Y., Paoletti, T., Tarigan, S., & Ford, L. L. (n.d.). “It Does Show It Both Ways, Though”: Emma’s Reasoning Through Graphing Conventions.
• 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/https://doi.org/10.58997/pp2
• Zolt, H. M., Wrightsman, E. M., 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.