@article{lee_mojica_lovett_2020, title={Examining How Online Professional Development Impacts Teachers’ Beliefs About Teaching Statistics}, volume={24}, ISSN={2472-5730 2472-5749}, url={http://dx.doi.org/10.24059/olj.v24i1.1992}, DOI={10.24059/olj.v24i1.1992}, abstractNote={With online learning becoming a more viable option for teachers to develop their expertise, our report shares one such effort focused on improving the teaching of statistics. We share design principles and learning opportunities in an online course developed specifically to serve as a wide-scale online professional development opportunity for educators, thus deemed as a massive open online course for educators (MOOC-Ed). In this report we focus on a subset of 412 participants who identified themselves as classroom teachers. We use multiple data sources, quantitative and qualitative, to characterize changes in teachers’ beliefs and perspectives about statistics and identify triggers in the course that appear to influence teachers’ sense making about issues related to teaching statistics. Implications about specific course experiences that served as triggers for critical reflection and change are discussed.}, number={1}, journal={Online Learning}, publisher={The Online Learning Consortium}, author={Lee, Hollylynne S. and Mojica, Gemma F. and Lovett, Jennifer N.}, year={2020}, month={Mar}, pages={5–27} }
 @inproceedings{confrey_maloney_nguyen_mojica_myers_2009, title={Equipartitioning/splitting as a foundation of rational number reasoning using learning trajectories}, volume={2}, booktitle={Pme 33: proceedings of the 33rd conference of the international group for the psychology of mathematics education, vol 2}, author={Confrey, J. and Maloney, A. and Nguyen, K. and Mojica, G. and Myers, M.}, year={2009}, pages={345–352} }
 @inproceedings{mojica_confrey_2009, title={Pre-service elementary teachers' utilization of an equipartitioning learning trajectory to build models of student thinking}, volume={4}, booktitle={Pme 33: proceedings of the 33rd conference of the international group for the psychology of mathematics education, vol 4}, author={Mojica, G. and Confrey, J.}, year={2009}, pages={129–136} }
 @inproceedings{droujkova_berenson_mojica_slaten_wilson_2006, title={"The most normal path": High achieving girls choosing mathematics courses}, booktitle={Pme 30: proceedings of the 30th conference of the international group for the psychology of mathematics education, vol 1,}, author={Droujkova, M. and Berenson, S. and Mojica, G. and Slaten, K. and Wilson, H.}, year={2006}, pages={247–247} }
 @inproceedings{wilson_mojica_slaten_berenson_2006, title={High school course pathways of high achieving girls}, booktitle={Pme 30: proceedings of the 30th conference of the international group for the psychology of mathematics education, vol 1,}, author={Wilson, P. H. and Mojica, G. F. and Slaten, K. M. and Berenson, S. B.}, year={2006}, pages={429–429} }