Office: Katharine Reed Cudahy Hall,
Phone: (414) 288-6597
van den Kieboom, L., Magiera, M. T., & Moyer, J. (2014). The relationship between K-8 prospective teachers’ algebraic thinking ability and the questions they pose during algebraic thinking interviews: An exploratory study. Journal of Mathematics Teacher Education. 17(5), 429-461, DOI 10.1007/s10857-013-9264-1
Magiera, M. T., van den Kieboom, L. A., & Moyer, J. C. (2013). An exploratory study of pre-service middle school teachers’ knowledge of algebraic thinking. Educational Studies in Mathematics. 84(1), 93-113. DOI: 10.1007/s10649-013-9472-8.
Zawojewski, J. S., Magiera, M. T., & Lesh, R. (2013). A proposal for a problem-driven mathematics curriculum framework. The Mathematics Enthusiast, 10(1&2), 469-506.
Magiera, M. T. (2013). Model eliciting activities: A home run. Mathematics Teaching in the Middle School, 18(6), 349-355.
van den Kieboom, L. A., & Magiera, M. T. (2012). Cultivating algebraic representations. Mathematics Teaching in the Middle School, 17(6), 352-357.
Magiera, M. T., & Zawojewski J. S. (2011). Characterizations of social-based and self-based contexts associated with students’ awareness, evaluation, and regulation of their thinking during small-group mathematical modeling. Journal for Research in Mathematics Education, 42(5), 486- 520.