Erin Krupa

Argumentation Surrounding Argument-Based Validation: A Systematic Review of Validation Methodology in Peer-Reviewed Articles

EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE.

A Math Field Day: Embed Content with Play

Mathematics Teaching in the Middle School, 24(5), 296.

Argument-Based Validation in Practice: Examples From Mathematics Education

Applied Measurement in Education, 32(1), 1–9.

Assessment in Mathematics Education Contexts

Developing an Instrument With Validity in Mind

In Assessment in Mathematics Education Contexts (pp. 12–39).

Introduction: Aims and Scope for Assessments in Mathematics Education Contexts: Theoretical Frameworks and New Directions

In J. B. Bostic, E. E. Krupa, & J. Shih (Eds.), Assessment in Mathematics Education Contexts: Theoretical Frameworks and New Directions (pp. 1–11).

Promoting Creativity in General Education Mathematics Courses

PRIMUS, 8, 1–22.

Quantitative Measures of Mathematical Knowledge

Reflecting on the Past and Looking Ahead at Opportunities in Quantitative Measurement of K-12 Students’ Content Knowledge

In Quantitative Measures of Mathematical Knowledge (pp. 205–229).

Validation in Mathematics Education: An Introduction to Quantitative Measures of Mathematical Knowledge: Researching Instruments and Perspectives

In J. B. Bostic, E. E. Krupa, & J. Shih (Eds.), Quantitative Measures of Mathematical Knowledge: Researching Instruments and Perspectives. New York, N.Y.: Routledge.

Developing secondary prospective teachers’ ability to respond to student work

Journal of Mathematics Teacher Education, 11.

Examining Preservice Secondary Mathematics Teachers’ Responses to Student Work to Solve Linear Equations

Mathematics Teacher Education and Development, 20(1), 132–153. Retrieved from http://files.eric.ed.gov/fulltext/EJ1173351.pdf

Examining the arguments surrounding the argument-based approach to validation: A systematic review of validation methodology

Proceedings of the 2018 Annual Meeting of the American Educational Research Association. New York, NY.

Exploring and examining quantitative measures (Working Group)

In E. Galindo & J. Newton (Eds.), Proceedings for the 39th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1516–1523). Indianapolis, IN.

Investigating Secondary Preservice Teacher Noticing of Students’ Mathematical Thinking

In Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks (pp. 49–72).

Developing an Interview Module to Support Secondary PST's Noticing of Student Thinking

Mathematics Teacher Educator, 5(1), 29.

Exploring and examining quantitative measures

In M. Wood, E. Turner, M. Civil, & J. Eli (Eds.), Proceedings for the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1641–1647). Tuscon, AZ: The University of Arizona.

The Effects of An Integrated Mathematics Professional Development Project on Teacher Implementation and Student Achievement

In J. Aires de Castro Filho (Ed.), SIPEMAT: Simposio Internacional De Pesquisa Em Educacao Mathematica. Brazil.

The Math Emporium: Effective for whom, and for what?

International Journal of Research in Undergraduate Mathematics Education, 3(2), 355–380.

Using Representations of Fraction Multiplication

Teaching Children Mathematics, 22(6), 366.

Benny Goes to College: Is the "Math Emporium" Reinventing Individually Prescribed Instruction?

MathAMATYC Educator, 6(3), 4–13.

Effects of a reform high school mathematics curriculum on student achievement: whom does it benefit?

Journal of Curriculum Studies, 49(2), 191–215.

Teachers' evaluations and use of web-based curriculum resources in relation to the Common Core State Standards for Mathematics

Middle Grades Research Journal, 10(2), 49–64.

Undergraduate Students’ Knowledge of Algebra: Evaluating the Impact of Computer-based and Traditional Learning Environments

PRIMUS, 25(1), 13–30.

Evaluating the Impact of Computer-Based and Traditional Learning Environments on Students’ Knowledge of Algebra

In M. V. Martinez & A. C. Superfine (Eds.), Proceedings of the 35th Annual Conference of North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, Illinois.