2025
Coughlin, J. P., Johnson, H.L., & Mays, D.C. (2025). Work in progress: Torque, engineering students, and the conceptual shift from external to internal forces. Paper presented at the Annual Conference of the American Society for Engineering Education. Montreal, Quebec, Canada. https://doi.org/10.18260/1-2–57514
Evans, M., Altman, T. , Darbeheshti, M., Goodman, K. A., Johnson, H. L., & Mays, D.C. (2025). Lessons learned: Motivational factors for engineering faculty seeking professional development for inclusive teaching. Paper presented at the Annual Conference of the American Society for Engineering Education. Montreal, Quebec, Canada. https://doi.org/10.18260/1-2–56919
Johnson, H. L., Lensing, F., Nicolás, P., & Sødal, A. (2025). An Introduction to TWG17: Centring the function and purpose of theory in mathematics education research. Bosch, M., Bolondi, G, Carreira, S., Spagnolo, C., & Gaidoschik, M. (Eds.). (2025). Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14). Free University of Bozen-Bolzano and ERME. hal-05334470
Johnson, H. L., McClintock, E., & Knurek, R. M. (2025). Using theory as a tool to cultivate and analyse research methods: Theorising positioning to examine task-based interviews. Bosch, M., Bolondi, G, Carreira, S., Spagnolo, C., & Gaidoschik, M. (Eds.). (2025). Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14). Free University of Bozen-Bolzano and ERME. hal-05283724
Knurek, R., Johnson, H. L., & Paoletti, T. (2025) When different conceptions hold together: A case of a student’s coordinate systems and graph reasoning. In S. Cook, B. P. Katz, & D. K. Melhuish (Eds.), Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1206-1211). SIGMAA on RUME. Alexandria, VA: RUME. http://sigmaa.maa.org/rume/RUME27_Proceedings.pdf
2024
Johnson, H. L., Donovan, C., Knurek, R., Whitmore, K., & Bechtold, L. (2024). Attitudes toward mathematics and graphs influence graph reasoning and selection. In T. Evans, O. Marmur, J. Hunter, & G. Leach (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 105-112). PME. https://www.igpme.org/wp-content/uploads/2024/06/Vol-3-PME-47-27-06-2024.pdf
Ohtani, M., Doorman, M., Barquero, B., Johnson, H., & Sun, X. (2024). Task design and analysis. Proceedings of the 14th International Congress on Mathematical Education. The 14th International Congress on Mathematical Education, Shanghai, China. https://doi.org/10.1142/9789811287152_0062
2023
Goodman, K., Johnson, H. L., Darbeheshti, M., Mays, D. C., & Altman, T. (2023). Board 298: From cohort to classroom: Transitioning to year 2 in a faculty learning community. Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore, MD. https://peer.asee.org/42810
Johnson, H. L. (2023). Approaches to address a diversity of theories in mathematics education: Importing, adapting, and networking theories. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.). Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). (pp. 3120-3127). Alfréd Rényi Institute of Mathematics and ERME. https://hal.science/hal-04421173
Johnson, H. L., Lensing, F., Haspekian, M., Seidouvy, A., Carlsen-Bach, C. (2023). An Introduction to TWG17: Navigating ways forward amidst diversity. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.). Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). (pp. 3094-3101). Alfréd Rényi Institute of Mathematics and ERME. https://hal.science/hal-04421162
Knurek, R. & Johnson, H. L. (2023). Linear or nonlinear? Students’ graph reasoning and selection on an online assessment. In T. Lamberg & D. Moss (Eds.). Proceedings of the 45th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Vol 2). (pp. 258-267). University of Nevada, Reno. https://www.pmena.org/pmenaproceedings/PMENA%2045%202023%20Proceedings%20Vol%202.pdf
Whitmore, K. A., Knurek, R., Johnson, H. L., Bechtold, L., Olson, G., & Donovan, C. (2023) Implementing digital activities in college algebra: Two instructors’ views of benefits and challenges. In S. Cook, B. Katz, & D. Moore-Russo (Eds.), Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1092-1097). Omaha, NE: RUME. http://sigmaa.maa.org/rume/RUME25_Proceedings.pdf
2022
Bechtold, L., Donovan, C., & Johnson, H. L. (2022). College algebra students’ attitudes toward math and graphs: An exploratory factor analysis. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Eds.), Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1630-1634).Middle Tennessee State University. https://doi.org/10.51272/pmena.44.2022
Bikner-Ahsbahs, A., Johnson, H. L., Shvarts, A., & Seidouvy, A. (2022). Introduction to the thematic working group 17 on theoretical perspectives and approaches in mathematics education research of CERME 12: Horizontal and vertical theorizing. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Free University of Bozen-Bolzano and ERME. https://hal.archives-ouvertes.fr/hal-03808704
Johnson, H. L., McClintock, E., & Leech, N. (2022). A multifocal lens on qualitative data analysis: An affordance of networking theoretical approaches. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Free University of Bozen-Bolzano and ERME. https://hal.archives-ouvertes.fr/hal-03749217
2021
Johnson, H. L., Olson, G., Smith, A., Gardner, A., Wang, X., & Donovan, C. (2021). Validating an assessment of students’ covariational reasoning. In Olanoff, D., Smith, K., and Spitzer, S (Eds.), Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 63-67). Philadelphia, PA. DOWNLOAD
2O19
Johnson, H. L., Gardner, A., Smith, A., Olson, G., & Wang, X. (2019). Interacting with dynamic computer activities impacts college algebra students’ math attitudes and performance. In Otten, S., Candela, A., de Araujo, Z., Haines, C., & Munter, C. (Eds.). Proceedings of the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1424-1433). St Louis, MO: University of Missouri. DOWNLOAD.
2018
Johnson, H. L., Kalir, R., Olson, G., Gardner, A., Smith, A., & Wang, X. (2018). Networking theories to design a fully online assessment of students’ covariational reasoning. In Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.). Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1343-1346). Greenville, SC: University of South Carolina & Clemson University. DOWNLOAD
Johnson, H. L., McClintock, E., Kalir, R., & Olson, G. (2018) Networking theories to design dynamic covariation techtivities for college algebra students. In (Eds.) A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown, Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 1224-1233), San Diego, CA: RUME. DOWNLOAD
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. DOWNLOAD
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. DOWNLOAD
2016
Johnson, H. L. (2016, July). Designing technology-rich tasks to foster secondary students’ covariational reasoning. 13th International Congress on Mathematical Education, Hamburg, Germany. DOWNLOAD
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. DOWNLOAD