**Johnson, H. L.**, Dunlap, J., Verma, G., McClintock, E., Debay, D., & Bourdeaux, B. (2018). Video based teaching playgrounds: Designing online learning opportunities to foster professional noticing of teaching practices. *Tech Trends. *doi: 10.1007/s11528-018-0286-5 TeachingPlaygrounds_AAM

**Johnson, H. L.**, McClintock, E., & Hornbein, P. (2017). Ferris wheels and filling bottles: a case of a student’s transfer of covariational reasoning across tasks with different backgrounds and features.* ZDM: The International Journal on Mathematics Education, 49*(6), 851–864. doi: 10.1007/s11858-017-0866-4 JohnsonEtAl_FerrisWheelFillinBottle_AAM

Dunlap, J. C., Verma, G., & **Johnson, H. L.** (2016). Presence+Experience: A framework for the purposeful design of presence in online courses. *Tech Trends, 60*(2), 145-151. doi: 10.1007/s11528-016-0029-4 P+Eframework_AAM

**Johnson, H. L.**, Hornbein, P., & Azeem, S. (2016). Investigating functions with a Ferris wheel. *Mathematics Teacher.* *110*(5), 345-351. Link to abstract.

** Johnson, H. L.**, Hornbein, P., & Bryson, D. (2016). Designing online playgrounds for learning mathematics. *Mathematics Teacher, 110*(4), 298-303. Link to abstract.

**Johnson, H. L.** (2015) Secondary students’ quantification of ratio and rate: A framework for reasoning about change in covarying quantities. *Mathematical Thinking and Learning, 17*(1), 64-90. doi: 10.1080/10986065.2015.981946 HLJohnson_QuantRatioRate_AAM

**Johnson, H. L.** (2015). Together yet separate: Students’ associating amounts of change in quantities involved in rate of change. *Educational Studies in Mathematics**, 89*(1), 89-110. doi: 10.1007/s10649-014-9590-y HLJohnson_TogetherYetSeparate_AAM

**Johnson, H. L.** (2014). A role of context in constructivist model building: What problem is the learner solving? *Constructivist Foundations, 9*(3), 339-341. Link to title page.

**Johnson, H. L.**, Blume, G.W., Shimizu, J., Graysay, D., & Konnova, S. (2014). A teacher’s conception of definition and use of examples when doing and teaching mathematics. *Mathematical Thinking and Learning, 16*(4), 285-311. doi: 10.1080/10986065.2014.953018 JohnsonEtAl_RolesOfDefs&Exs_PrePrint

**Johnson, H. L.** (2013). Predicting amounts of change in quantities. *Mathematics Teaching in the Middle School. **19*(5), 260-265. Link to title page.

**Johnson, H. L.** (2013). Reasoning about quantities that change together. *Mathematics Teacher*, *106*(9), 704-708. Link to title page.

Castillo-Garsow, C., **Johnson, H. L.**, & Moore, K. (2013). Chunky and smooth images of change. *For the Learning of Mathematics,* *33*(3), 31-37. Link to PDF.

Tzur, R., **Johnson, H. L.**, McClintock, E., Xin, Y. P., Si, L., Woodward, J., Hord, C., & Jin, X. (2013). Distinguishing schemes and tasks in children’s development of multiplicative reasoning. *PNA, **7*(3), 85-101. Link to PDF.

**Johnson, H. L.** (2012). Reasoning about variation in the intensity of change in covarying quantities involved in rate of change*. Journal of Mathematical Behavior*, *31*(3), 313-330. doi: 10.1016/j.jmathb.2012.01.001 Johnson_JMB_AAM

**Johnson, H. L**. (2010). Investigating the fundamental theorem of calculus. *Mathematics Teacher*, *103*(6), 430-435. Link to abstract.