Conference Papers (Selected)

In press

Johnson, H. L., McClintock, E., Kalir, R., & Olson, G. (in press) Networking theories to design dynamic covariation techtivities for college algebra students. Proceedings of the 21st Meeting of the MAA Special Interest Group on Research in Undergraduate Mathematics Education. San Diego, CA: RUME

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2017

Johnson, H. L., McClintock, E., Hornbein, P., Gardner, A., & Grieser, D. (2017). When a critical aspect is a conception: Using multiple theories to design dynamic computer environments and tasks to foster students’ discernment of covariation. 10th Congress of European Research in Mathematics Education, Dublin, Ireland

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Tzur, R., Johnson, H. L., Norton, A., Davis, A., Wang, X., Ferrara, M., Jorgensen, C. & Wei, B. (2017). Conception of number as a composite unit predicts students’ multiplicative reasoning: Quantitative corroboration of Steffe’s model. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 289-296). Singapore: PME.

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2016

Hodkowski , N. M., Hornbein, P., Gardner, A., Johnson, H. L., Jorgensen, C., & Tzur, R. 2016, November). Designing a stage-sensitive written assessment of elementary students’ scheme for multiplicative reasoning. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1581-1587). Tucson, AZ: The University of Arizona.

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Johnson, H. L. (2016, July). Designing technology-rich tasks to foster secondary students’ covariational reasoning.  13th International Congress on Mathematical Education, Hamburg, Germany.

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2015

Johnson, H. L. (2015, July). Task design: Fostering secondary students’ shifts from variational to covariational reasoning. In Beswick, K., Muir, T., & Wells, J. (Eds.) Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 129-136). Hobart, Tasmania: University of Tasmania

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