Research Publications – Mathematics Education PhD

Student Publishes Third Time this Year

wiesea — Mon, 23 Mar 2026 15:58:25 +0000

This study highlights the pivotal role of questioning for eliciting different students’ forms of covariational reasoning in both mathematics education and interdisciplinary math and science education. Amanda and Nicole introduce an emerging framework of covariational reasoning orchestrations, which consist of two forms of synergies in their design: between artifacts (digital simulation, table, and graph), and between artifacts and questioning. This framework can help researchers and designers integrate the study of covariational reasoning into interdisciplinary STEM contexts.

We are so proud of you Amanda!

Doctoral students and faculty make contributions to research on systems thinking

wiesea — Mon, 16 Feb 2026 16:04:25 +0000

Doctoral students Amanda Provost and Gabriella Migliore, together with Dr. Nicole Panorkou, have published an open-access article in Education Sciences showcasing their research on students’ systems thinking. Their study titled presents a detailed framework of how students reason about the rock cycle, extending prior work by identifying specific sub-components. They also introduce an emerging framework for supporting systems thinking through thoughtfully designed simulations and questioning sequences. Together, these frameworks offer guidance for developing instructional modules aimed at strengthening students’ systems thinking in earth science contexts.

Student Published in PRIMUS with colleagues

wiesea — Tue, 08 Apr 2025 14:29:13 +0000

Doctoral student, John O’Meera, along with Dr. Marilyn Carlson and Dr. Alan O’Bryan of Arizona State University, and MSU mathematics faculty Dr. Ashwin Vaidya published a research article in the Problems, Resources, and Issues in Mathematics Undergraduate Studies Journal. Their article was titled: Network-Based Trajectory Analysis of a Precalculus Course. Great work John!

Doctoral Students Publish in AMTNJ Special Issue

wiesea — Mon, 16 Dec 2024 15:55:31 +0000

The doctoral students in Dr. Steven Greenstein’s course on Phenomenology recently published a The issue provides an introduction to phenomenology in addition to 6 essays on “What it’s like” in spaces for teaching and learning mathematics. Doctoral student, John O’Meara, co-edited the issue with Dr. Greenstein and co-authored the introduction. He also contributed an essay to the issue along with doctoral students, Denis Cook, Amy Daniel, Christa Mawn, Amanda Provost, and Henry van Nunes. Congratulations on the publication of this very special issue.

Articles in Journal of Research in Science, Mathematics and Technology Education!

wiesea — Mon, 07 Oct 2024 16:12:15 +0000

Doctoral candidate Amy Daniel and Math Ed faculty Dr. Joseph DiNapoli published their paper entitled ; also recent PhD program graduate Dr. Karmen Yu and Math Ed faculty Dr. Steven Greenstein published their paper entitled .

Both Amy and Karmen served as the lead researcher on their respective projects. Congratulations, all!

Another Article Published in Mathematics Teacher: Learning and Teaching PK-12

wiesea — Mon, 30 Sep 2024 15:02:52 +0000

Doctoral student Amanda Provost along with her supervisor Dr. Nicole Panorkou published the article at the journal Mathematics Teacher: Learning and Teaching PK-12 published by the . In their study, Amanda and Nicole describe how students use multiplicative and ratio reasoning with fraction and degree values as they explore a simulation of the lunar phases.

Congratulations to both!

New Mathematics Teacher: Learning and Teaching PK-12 article!

wiesea — Mon, 16 Sep 2024 16:26:17 +0000

Doctoral students Geena Taite, Helene Leonard, and Amanda Provost, along with our faculty Dr. Nicole Panorkou published the paper at the journal Mathematics Teacher: Learning and Teaching PK-12 published by the National Council of Teachers of Mathematics. The paper presents a mathematical modeling task, in which Algebra 1 and Algebra 2 students determine the most impactful radioactive substance(s) released at the Chernobyl disaster of 1986. This work is an outcome from the doctoral class taught by Dr. Panorkou.

“It’s Just Lines”: A Qualitative Analysis of Emergent Structures and Experiences within STEAM Education Initiatives for Secondary-Level Students

wiesea — Tue, 30 Apr 2024 14:24:55 +0000

The article is a qualitative analysis of the experiences and discourse of high school students who participated in an art and science initiative that sought mathematics and physics education reform through an immersive and innovative approach to STEAM (Science, Technology, Engineering, Art, and Mathematics) experiences. This work focused on the concluding task of a one-day workshop wherein students were led on a campus walk to observe the local campus architecture, and then recreated one of the observed structures within the Desmos graphing utility. Student approaches and narratives revealed a willingness to explore the complexity of the modeling task that might not otherwise be encouraged in their traditional learning environments. The analytical framework of the three worlds of mathematics proved to be a particularly useful tool in making sense of the complexity of student engagement. Implications for the future of STEAM education and interdisciplinary curricula were explored, with emphasis on the roles of creativity and a non-traditional learning environment.

Congratulations, John!

New Publication!

wiesea — Tue, 02 Apr 2024 14:28:52 +0000

Mathematics Education doctoral student Tara Pizzi recently published a paper alongside Dr. Hector Morales Jr. (), Dr. Kathryn Chval (), and MSU faculty Dr. Joseph DiNapoli in the . The article describes a classroom episode of one student’s use of multiple resources to create mathematical meaning.

This is Tara’s first peer-reviewed journal publication; congratulations on this milestone, Tara!

Characterizing Mathematics Teacher Learning Patterns through Collegial Conversations in a Community of Practice

wiesea — Mon, 19 Feb 2024 14:33:01 +0000

Program students Amy Daniel, Helene Leonard, and Youngjun Kim, along with math faculty Dr. Joseph DiNapoli, research associate and doctoral program graduate Dr. Victoria Bonaccorso, and former math faculty Dr. Eileen Murray, recently published an article in the . The article drew on sociocultural theory to document the learning patterns of math teachers during ongoing professional development centered around video case studies. They found that collegial conversations, or ones where teachers felt safe to respectfully disagree with and challenge each other, were especially supportive of learning about ambitious mathematics teaching practices.