@inbook{lovett_mcculloch_dick_cayton_lee_hollebrands_2023, title={Preparing secondary prospective mathematics teachers to teach with technology}, volume={5}, booktitle={Reflection on Past, Present and Future: Paving the Way for the Future of Mathematics Teacher Education (AMTE Professional Series)}, publisher={Information Age Publishers}, author={Lovett, J.N. and McCulloch, A.W. and Dick, L.K. and Cayton, C. and Lee, H.S. and Hollebrands, K.F.}, year={2023} }
 @article{lee_sanei_famularo_masters_bradshaw_schellman_2023, title={Validating a concept inventory for measuring students' probabilistic reasoning: The case of reasoning within the context of a raffle}, volume={71}, ISSN={["1873-8028"]}, url={http://dx.doi.org/10.1016/j.jmathb.2023.101081}, DOI={10.1016/j.jmathb.2023.101081}, abstractNote={Assessing students’ conceptions related to independence of events and determining probabilities from a sample space has been the focus of research in probability education for over 40 years. While we know a lot from past studies about predictable ways students may reason with well-known tasks, developing a diagnostic assessment that can be used by teachers to inform instruction demands the use of familiar and unfamiliar contexts. This paper presents the current work of a research team whose aim is to create a formative concept inventory with strong evidence of validity that uses a psychometric model to confidently predict whether a student exhibits one or more misconception across many items. We illustrate this process in this paper using a particular item with a context of a raffle aimed to measure whether a student reasons with misconceptions related to independence or equiprobability. The results of two aspects of the validity process: cognitive interviews to assess response processes on individual items, and a large-scale administration to examine internal structure of the concept inventory revealed difficulties in assessing students’ reasoning about these key probability concepts and trends in the prevalence of misconceptions across grades. Results can provide guidance for others aiming to develop assessments in mathematics education and also support further possibilities for research into understanding students’ reasoning about independence and sample space.}, journal={JOURNAL OF MATHEMATICAL BEHAVIOR}, publisher={Elsevier BV}, author={Lee, Hollylynne S. and Sanei, Hamid and Famularo, Lisa and Masters, Jessica and Bradshaw, Laine and Schellman, Madeline}, year={2023}, month={Sep} }
 @article{jiang_huang_lee_2023, title={Visualizing qualitative data: unpacking the complexities and nuances of technology-supported learning processes}, volume={7}, ISSN={1042-1629 1556-6501}, url={http://dx.doi.org/10.1007/s11423-023-10272-7}, DOI={10.1007/s11423-023-10272-7}, journal={Educational technology research and development}, publisher={Springer Science and Business Media LLC}, author={Jiang, Shiyan and Huang, Joey and Lee, Hollylynne S.}, year={2023}, month={Jul} }
 @article{lee_vaskalis_stokes_harrison_2022, title={A Look into the AP Statistics Classroom: Who Teaches It and What Aspects of Statistics Do They Emphasize?}, volume={35}, ISSN={0933-2480 1867-2280}, url={http://dx.doi.org/10.1080/09332480.2022.2039028}, DOI={10.1080/09332480.2022.2039028}, abstractNote={With Advanced Placement (AP) Statistics continuing to grow in enrollment and its importance as an optional course in high school, we aimed to understand more about the practices in this course. From a survey of 445 AP Statistics teachers, and interviews with 18 volunteers, we offer insight into the teachers of this course, what their classrooms look like, and the aspects of statistics that are emphasized in their curriculum and instruction. Results can assist those in the statistics education community who work with AP Statistics teachers on a local, regional, or national level.}, number={1}, journal={CHANCE}, publisher={Informa UK Limited}, author={Lee, Hollylynne S. and Vaskalis, Zachary T. and Stokes, David J. and Harrison, Taylor R.}, year={2022}, month={Jan}, pages={38–47} }
 @inproceedings{sanei_lee_2022, title={Attending to Students’ Reasoning About Probability Concepts for Building Statistical Literacy}, url={https://doi.org/10.52041/iase.byqzd}, DOI={10.52041/iase.byqzd}, abstractNote={This paper investigates two specific probabilistic biases which middle graders usually exhibit when reasoning about probability and randomness on assessment items. We discuss how students' reasoning about key probability concepts undergirds statistics literacy related to randomness, independence, and the likelihood of future events based on past results. We examine factors evoking misconceptions and students’ (in)consistency in exhibiting them. Findings indicate that misconceptions can be evoked based on three types of factors including (1) students’ particular understandings of probability and randomness, (2) general item characteristics, and (3) aspects of probability in items. Moreover, possession of a specific misconception will most likely result in exhibiting the bias again on other occasions including the same evoking factors (consistency).}, booktitle={Proceedings of the IASE 2021 Satellite Conference}, publisher={International Association for Statistical Education}, author={Sanei, Hamid and Lee, Hollylynne}, year={2022} }
 @article{digging into data: illustrating a data investigation process_2022, url={https://www.statisticsteacher.org/2022/03/23/diggingdata/}, journal={Statistics Teacher}, year={2022}, month={May} }
 @article{lee_mojica_thrasher_2022, title={Digging into data: Illustrating a data investigation process}, url={https://www.statisticsteacher.org/2022/03/23/diggingdata/}, journal={Statistics Teacher}, author={Lee, H.S. and Mojica, G.M. and Thrasher, E.P.}, year={2022} }
 @article{bargagliotti_lee_2022, title={From public health to personal finance, statistical literacy is essential for careers and everyday life (Opinion)}, url={https://www.k12dive.com/news/from-public-health-to-personal-finance-statistical-literacy-is-essential-f/618614/}, journal={K-12 Dive}, author={Bargagliotti, A. and Lee, H.S.}, year={2022}, month={Feb} }
 @article{lee_mojica_thrasher_baumgartner_2022, title={INVESTIGATING DATA LIKE A DATA SCIENTIST:  KEY PRACTICES AND PROCESSES}, volume={21}, ISSN={1570-1824}, url={http://dx.doi.org/10.52041/serj.v21i2.41}, DOI={10.52041/serj.v21i2.41}, abstractNote={With a call for schools to infuse data across the curriculum, many are creating curricula and examining students’ thinking in data-intensive problems. As the discipline of statistics education broadens to data science education, there is a need to examine how practices in data science can inform work in K-12. We synthesize literature about statistics investigation processes, data science as a field and practices of data scientists. Further, we provide results from an ethnographic and interview study of the work of data scientists. Together, these inform a new framework to support data investigation processes. We explicate the practices and dispositions needed and offer a glimpse of how the framework can be used to move the discipline of data science education forward.    }, number={2}, journal={STATISTICS EDUCATION RESEARCH JOURNAL}, publisher={International Association for Statistical Education}, author={Lee, Hollylynne and Mojica, Gemma and Thrasher, Emily and Baumgartner, Peter}, year={2022}, month={Jul}, pages={3} }
 @article{mojica_lee_thrasher_vaskalis_ray_2022, title={Making data science practices explicit in data investigation process: a framework to guide reasoning about data}, url={http://dx.doi.org/10.52041/iase.dyjku}, DOI={10.52041/iase.dyjku}, abstractNote={We propose a six-phase framework that identifies key practices, processes and dispositions of investigating data, building on the work of statistics education to include data science. We share overarching dispositions and considerations for a data investigator and unpack key considerations to frame “ways of thinking” about the practices and processes in three of the six phases.}, journal={Proceedings of the IASE 2021 Satellite Conference}, publisher={International Association for Statistical Education}, author={Mojica, Gemma F. and Lee, Hollylynne S. and Thrasher, Emily and Vaskalis, Zack and Ray, Greg C.}, year={2022} }
 @article{cavey_lee_hernandez_yokley_2022, title={Online tools to support mathematical modeling and community building}, volume={47}, url={https://www.ncctm.org/activities/the-centroid1/centroid-issue-archive/spring-2022/}, number={2}, journal={The Centroid}, author={Cavey, L.O. and Lee, H.S. and Hernandez, M. and Yokley, K.}, year={2022}, pages={11–17} }
 @inproceedings{akoglu_lee_2022, title={Supporting teachers’ confidence to teach statistics through a blended professional development approach}, booktitle={Proceedings of the 12th Congress of the European Research in Mathematics Education}, author={Akoglu, K. and Lee, H.S.}, year={2022} }
 @article{woodard_lee_2021, title={How Students Use Statistical Computing in Problem Solving}, volume={29}, ISSN={2693-9169}, url={http://dx.doi.org/10.1080/10691898.2020.1847007}, DOI={10.1080/10691898.2020.1847007}, abstractNote={Abstract As the demand for skilled data scientists has grown, university level statistics and data science courses have become more rigorous in training students to understand and utilize the tools that their future careers will likely require. However, the mechanisms to assess students’ use of these tools while they are learning to use them are not well defined. As such, a framework to assess statistical computing actions was created. Using task-based interviews of students who completed a second course in statistics, the framework was used to determine the ways in which students utilize statistical computing tools, specifically R, while going through problem solving phases. Patterns that emerged are discussed. Supplementary materials for this article are available online.}, number={sup1}, journal={Journal of Statistics and Data Science Education}, publisher={Informa UK Limited}, author={Woodard, Victoria and Lee, Hollylynne}, year={2021}, month={Jan}, pages={S145–S156} }
 @inproceedings{mojica_barker_azmy_lee_2021, place={Philadelphia, PA}, title={Learning to make sense of data in a CODAP-enabled learning environment: Interactions matter}, booktitle={Proceedings of the 43rd annual meeting of the Psychology of Mathematics Education-North American Chapter}, author={Mojica, G.M. and Barker, H. and Azmy, C. and Lee, H.S.}, editor={Olanoff, D. and Johnson, K. and Spitzer, S.M.Editors}, year={2021} }
 @misc{lee_hudson_casey_mojica_harrison_2021, title={Online Curriculum Modules for Preparing Teachers to Teach Statistics: Design, Implementation, and Results}, ISBN={9783030802295 9783030802301}, ISSN={2570-4729 2570-4737}, url={http://dx.doi.org/10.1007/978-3-030-80230-1_4}, DOI={10.1007/978-3-030-80230-1_4}, abstractNote={The Enhancing Statistics Teacher Education through E-Modules (ESTEEM) project created online curriculum materials to support preservice secondary mathematics teachers who are learning to teach statistics. The materials are based on key design principles drawn from literature in online learning, statistics education, and mathematics teacher education. The materials include many opportunities to engage in data investigations using the Common Online Data Analysis Platform (CODAP). The modules were innovatively designed to provide flexibility for use in a variety of course contexts within different learning management systems (LMSs), and mathematics teacher educators (MTEs) can adapt materials to meet the needs of their students. The ESTEEM modules were implemented at 27 unique institutions across the United States, and data was collected from MTEs and their students, primarily preservice teachers. The MTEs and teachers reported materials were easy to access and navigate online, the materials helped prepare them to teach statistics, and the videos in the materials helped to understand issues that arise in the teaching of statistics. MTEs reported that the ESTEEM modules provided a critical emphasis on key ideas in teaching statistics and contributed to their own professional growth. Teachers reported they improved their confidence in teaching statistics, learned how to utilize technology when teaching statistics, engage in the statistical investigation cycle, understand students’ statistical thinking, and value a framework to support students’ approaches to statistical investigations. Although our materials were designed for online asynchronous instruction, MTEs implemented them in face-to-face settings, synchronous online sessions, and asynchronously. One of the major impacts of our project is the MTEs’ appreciation for the embedded nature of materials within their LMSs and how easily they could adapt and supplement the materials to meet their course needs. However, the paper also provides lessons learned and implications for providing materials through LMS integration and modularized materials for preparing teachers for teaching statistics.}, journal={Research in Mathematics Education}, publisher={Springer International Publishing}, author={Lee, Hollylynne S. and Hudson, Rick and Casey, Stephanie and Mojica, Gemma and Harrison, Taylor}, year={2021}, pages={65–93} }
 @article{lee_harrison_2021, title={Trends in Teaching Advanced Placement Statistics: Results from a National Survey}, volume={29}, ISSN={2693-9169}, url={http://dx.doi.org/10.1080/26939169.2021.1965509}, DOI={10.1080/26939169.2021.1965509}, abstractNote={Abstract This study provides a glimpse into the professional learning, beliefs, and practices of high school teachers of Advanced Placement (AP) Statistics. Data are from a survey of 445 AP Statistics teachers in late 2018. Results indicate many AP Statistics teachers have taken several statistics courses and engage in professional development related to statistics sponsored by the College Board (summer institutes, exam readings, and online community). They generally do not engage with resources developed by the American Statistical Association and the statistics education community. While AP statistics teachers structure class time with student–student interaction and use student-centered activities, they generally do not use statistics-specific technology tools and rarely engage students with datasets larger than 100 cases or with multiple variables. Teachers’ beliefs about teaching statistics do not always reflect their teaching practices. Personal time to improve, time with students (especially those on a blocked semester schedule), structure of curriculum and exam schedule, and lack of access to technology often prevent teachers from making changes to their practices. Findings call for targeted efforts to reach high school statistics teachers, engage them more in the statistics education community, and encourage curriculum and instructional approaches that more closely align with recommendations and trends in college-level introductory statistics.}, number={3}, journal={Journal of Statistics and Data Science Education}, publisher={Informa UK Limited}, author={Lee, Hollylynne S. and Harrison, Taylor}, year={2021}, month={Sep}, pages={317–327} }
 @inproceedings{harrell-williams_azmy_lee_roberts_webb_2020, title={Ask me once, ask me twice: An analysis of pre-service mathematics teachers’ responses on a retrospective pretest version of the Self-Efficacy to Teach Statistics (SETS-HS) instrument}, booktitle={Proceedings of the annual conference of Research in Undergraduate Mathematics Education}, author={Harrell-Williams, L. and Azmy, C. and Lee, H.S. and Roberts, S.G. and Webb, J.J.}, year={2020} }
 @article{williams_cudd_hollebrands_lee_2020, title={Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics}, volume={15}, ISSN={1887-3987}, url={http://dx.doi.org/10.30827/pna.v15i1.10748}, DOI={10.30827/pna.v15i1.10748}, abstractNote={We observed eight beginning secondary mathematics teachers’ classrooms to investigate which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn collaboratively – either in small groups or as a whole class – coupled with an abundance of teacher directed instruction. Differences in organizations, teaching methods, and associated learning opportunities between course levels also exist. Implications for supporting practicing teachers and preparing prospective teachers to establish collaborative learning environments and utilize student centered teaching methods are discussed.}, number={1}, journal={PNA. Revista de Investigación en Didáctica de la Matemática}, publisher={Editorial de la Universidad de Granada}, author={Williams, Derek and Cudd, Michele and Hollebrands, Karen and Lee, Hollylynne}, year={2020}, month={Nov}, pages={51–68} }
 @article{hollebrands_lee_2020, title={Effective design of massive open online courses for mathematics teachers to support their professional learning}, volume={2}, ISSN={1863-9690 1863-9704}, url={http://dx.doi.org/10.1007/s11858-020-01142-0}, DOI={10.1007/s11858-020-01142-0}, abstractNote={Abstract}, number={5}, journal={ZDM}, publisher={Springer Science and Business Media LLC}, author={Hollebrands, Karen F. and Lee, Hollylynne S.}, year={2020}, month={Feb}, pages={859–875} }
 @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} }
 @article{woodard_lee_woodard_2020, title={Writing Assignments to Assess Statistical Thinking}, volume={28}, ISSN={1069-1898}, url={http://dx.doi.org/10.1080/10691898.2019.1696257}, DOI={10.1080/10691898.2019.1696257}, abstractNote={Abstract One of the main goals of statistics is to use data to provide evidence in support of an argument. This article will discuss some popular forms of writing assessments currently in use, to demonstrate the differences between the methods for structuring the students’ learning to support their arguments with evidence. We share a model, which was originally created to assess students in introductory statistics and has been adapted for the second course in statistics, which takes a unique approach toward assessing the students’ understanding of statistical concepts through writing. In this model, students are expected to answer prompts that required them to (1) take a stance on an argument, (2) defend their position with facts given in the prompt, (3) discern the implications that those facts implied, and (4) give a proper conclusion to their argument. We provide examples of a few of the writing assignment prompts used in the course, their intended assessment purpose, and common answers that students gave to these assignments. Supplementary materials for this article are available online.}, number={1}, journal={Journal of Statistics Education}, publisher={Informa UK Limited}, author={Woodard, Victoria and Lee, Hollylynne and Woodard, Roger}, year={2020}, month={Jan}, pages={1–13} }
 @article{mojica_azmy_lee_2019, title={Exploring Data with CODAP}, volume={112}, ISSN={0025-5769}, url={http://dx.doi.org/10.5951/mathteacher.112.6.0473}, DOI={10.5951/mathteacher.112.6.0473}, abstractNote={Concord Consortium's Common Online Data Analysis Platform (CODAP), a free Web-based data tool designed for students in grades 6-12 and higher, is continuously being updated and developed for diverse projects in data science, science education, and mathematics/statistics education (https://codap.concord.org/). Teachers and students can access CODAP without downloading software or registering for accounts. Although some Web-based technology tools provide certain features for free and require users to pay a fee to use additional features, CODAP has no hidden costs. Devices need only be connected to the Internet using an updated Web browser (Chrome is preferred). CODAP is not optimized (yet) for use on such touchscreen devices as tablets or iPads®.}, number={6}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Mojica, G.F. and Azmy, C.A. and Lee, H.S.}, year={2019}, pages={473–476} }
 @inbook{harrell-williams_lovett_lesser_lee_pierce_murphy_sorto_2019, title={Measuring Self-Efficacy to Teach Statistics in Grades 6–12 Mathematics Teachers}, ISBN={9780429486159}, url={http://dx.doi.org/10.4324/9780429486159-7}, DOI={10.4324/9780429486159-7}, booktitle={Assessment in Mathematics Education Contexts}, publisher={Routledge}, author={Harrell-Williams, Leigh M. and Lovett, Jennifer N. and Lesser, Lawrence M. and Lee, Hollylynne S. and Pierce, Rebecca L. and Murphy, Teri J. and Sorto, M. Alejandra}, year={2019}, month={May}, pages={147–171} }
 @article{akoglu_lee_kellogg_2019, title={Participating in a MOOC and professional learning team: How a blended approach to professional development makes a difference}, volume={27}, url={https://www.learntechlib.org/p/195234/}, number={2}, journal={Journal of Technology and Teacher Education}, author={Akoglu, K. and Lee, H.S. and Kellogg, S.}, year={2019}, pages={129–163} }
 @inproceedings{lee_farmularo_masters_bradshaw_sanei_2019, place={Granada, Spain}, title={Students’ reasoning about probability in the context of a raffle}, ISBN={9788409091119}, url={http://hdl.handle.net/10481/55041}, booktitle={Actas del Tercer Congreso International Virtual de Educación Estadística}, publisher={Universidad De Granada}, author={Lee, H.S. and Farmularo, L. and Masters, J. and Bradshaw, L and Sanei, H.R.}, editor={Contreras, J. M. and Gea, M. M. and López-Martín, M. and Molina-Portillo, E.Editors}, year={2019} }
 @article{he_lee_2018, title={Classroom implementation strategy for statistical investigation activities - Introduction to the SASI Framework}, volume={11}, url={http://kns.cnki.net.}, journal={Foreign Primary and Secondary Education}, author={He, R. and Lee, H.S.}, year={2018}, pages={62–70} }
 @inbook{avineri_lee_tran_lovett_gibson_2018, title={Design and Impact of MOOCs for Mathematics Teachers}, ISBN={9783319907895 9783319907901}, ISSN={2520-8322 2520-8330}, url={http://dx.doi.org/10.1007/978-3-319-90790-1_11}, DOI={10.1007/978-3-319-90790-1_11}, abstractNote={With online learning becoming a more viable and attractive option for students and teachers around the world, we discuss how one effort in the U.S. is focused on designing, implementing, and evaluating MOOCs designed for professional development of mathematics teachers. We share design principles and learning opportunities, as well as discuss specific impacts participants report for changes to teaching practices and how these MOOCs have impacted engagement of educators.}, booktitle={Distance Learning, E-Learning and Blended Learning in Mathematics Education}, publisher={Springer International Publishing}, author={Avineri, Tamar and Lee, Hollylynne S. and Tran, Dung and Lovett, Jennifer N. and Gibson, Theresa}, year={2018}, pages={185–200} }
 @inproceedings{hudson_lee_casey_finzer_mojica_azmy_eide_2018, place={The Netherlands}, title={Designing e-modules to support preservice mathematics teachers’ statistical thinking}, url={https://iase-web.org/icots/10/proceedings/pdfs/ICOTS10_9A2.pdf}, booktitle={Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10}, publisher={International Statistical Institute}, author={Hudson, R. and Lee, H.S. and Casey, S. and Finzer, B. and Mojica, G.M. and Azmy, C. and Eide, A.}, editor={Sorto, M.A. and White, A. and Guyot, L.Editors}, year={2018} }
 @inproceedings{lee_lovett_mojica_2018, place={The Netherlands}, title={Designing for educators in a Teaching Statistics MOOC: Design principles and use of multimedia to support participant engagement}, url={https://icots.info/10/proceedings/pdfs/ICOTS10_9G3.pdf}, booktitle={Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10}, publisher={International Statistical Institute}, author={Lee, H.S. and Lovett, J.N. and Mojica, G.M.}, editor={Sorto, M.A. and White, A. and Guyot, L.Editors}, year={2018} }
 @inproceedings{mojica_lee_lovett_2018, place={Greenville, SC}, title={Designing spaces to support teacher learning about teaching statistics}, booktitle={Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={University of South Carolina & Clemson University}, author={Mojica, G. and Lee, H.S. and Lovett, J.}, editor={Hodges, T.E. and Roy, G.J. and Tyminski, A.M.Editors}, year={2018}, pages={410–413} }
 @article{mcculloch_hollebrands_lee_harrison_mutlu_2018, title={Factors that influence secondary mathematics teachers' integration of technology in mathematics lessons}, volume={123}, ISSN={0360-1315}, url={http://dx.doi.org/10.1016/J.COMPEDU.2018.04.008}, DOI={10.1016/J.COMPEDU.2018.04.008}, abstractNote={While many studies describe the use of technology in the mathematics classroom, few explore the factors that influence teacher decisions around its use. The participants in this study were 21 early career secondary mathematics teachers who had completed an undergraduate mathematics teacher preparation program in the USA with a strong emphasis on the use of technology to teach mathematics. In this qualitative study, interview data were collected and analyzed with attention toward why teachers choose to use technology to teach mathematics, what tools they chose to use and why, as well as the general factors they consider when selecting particular technology tools. Findings indicate that one of the most important factors when deciding whether to use technology was how well it aligned with the goals of a lesson. The range of technology used spanned mathematical action tools, collaboration tools, assessment tools, and communication tools. When selecting particular tools teachers most heavily considered ease of use for both themselves and their students. These findings suggest that when considering how to infuse technology into teacher education programs we suggest that it is important to focus more broadly on types of tools, ways teachers can position them, and how particular activities align with specific mathematics learning objectives.}, journal={Computers & Education}, publisher={Elsevier BV}, author={McCulloch, Allison W. and Hollebrands, Karen and Lee, Hollylynne and Harrison, Taylor and Mutlu, Asli}, year={2018}, month={Aug}, pages={26–40} }
 @inproceedings{mojica_lee_lovett_azmy_2018, place={The Netherlands}, title={Impacts of a Teaching Statistics MOOC on educators’ perspectives and practice}, url={https://icots.info/10/proceedings/pdfs/ICOTS10_C159.pdf}, booktitle={Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10}, publisher={International Statistical Institute}, author={Mojica, G.M. and Lee, H.S. and Lovett, J.N. and Azmy, C.A.}, editor={Sorto, M.A. and White, A. and Guyot, L.Editors}, year={2018} }
 @inproceedings{harrison_azmy_lee_2018, place={Greenville, SC}, title={Online learning experiences and impact on statistics education perspectives}, booktitle={Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={University of South Carolina & Clemson University}, author={Harrison, T. and Azmy, C. and Lee, H.S.}, editor={Hodges, T.E. and Roy, G.J. and Tyminski, A.M.Editors}, year={2018}, pages={751–754} }
 @article{lovett_lee_2018, title={Preservice Secondary Mathematics Teachers’ Statistical Knowledge: A Snapshot of Strengths and Weaknesses}, volume={26}, ISSN={1069-1898}, url={http://dx.doi.org/10.1080/10691898.2018.1496806}, DOI={10.1080/10691898.2018.1496806}, abstractNote={ABSTRACT Amid the implementation of new curriculum standard regarding statistics and new recommendations for preservice secondary mathematics teachers (PSMTs) to teach statistics, there is a need to examine the current state of PSMTs’ knowledge of the statistical content they will be expected to teach. This study reports on the statistical knowledge of 217 PSMTs from a purposeful sample of 18 universities across the United States. The results show that PSMTs may not have strong Common Statistical Knowledge that is needed to teach statistics to high school students. PSMTs’ strengths include identifying appropriate measures of center, while weaknesses involve issues with variability, sampling distributions, p-values, and confidence intervals.}, number={3}, journal={Journal of Statistics Education}, publisher={Informa UK Limited}, author={Lovett, Jennifer N. and Lee, Hollylynne S.}, year={2018}, month={Sep}, pages={214–222} }
 @inbook{lee_2018, title={Probability Concepts Needed for Teaching a Repeated Sampling Approach to Inference}, ISBN={9783319728704 9783319728711}, ISSN={2520-8322 2520-8330}, url={http://dx.doi.org/10.1007/978-3-319-72871-1_6}, DOI={10.1007/978-3-319-72871-1_6}, abstractNote={This paper uses theoretical and empirical perspectives to articulate what learners should understand about a repeated sampling approach to inference that emphasizes a process of randomizing data, repeating through simulation, and rejecting any model with observed data in the extreme of a distribution that does not fit the model. Key probability concepts, such as a probability model and data distributions, are identified and discussed as to why and how they can assist learners in developing richer understandings and capabilities to a repeated sampling approach to inference.}, booktitle={Teaching and Learning Stochastics}, publisher={Springer International Publishing}, author={Lee, Hollylynne S.}, year={2018}, pages={89–101} }
 @inbook{arnold_confrey_jones_lee_pfannkuch_2018, place={Cham, Switzerland}, title={Statistics Learning Trajectories}, DOI={10.1007/978-3-319-66195-7_9}, abstractNote={Statistics curricula and pedagogy are changing rapidly in response to a growing body of research findings involving students' reasoning processes, technology capability, attention to underpinning conceptual infrastructure, and new ways of statistical practice. Because many of the statistical ideas being considered are currently not in the curriculum, many researchers in statistics education have investigated students' reasoning processes through the use of learning trajectories in conjunction with design-based research methods. In this chapter, we outline the characteristics of learning trajectories and exemplify how learning trajectories have been used in three case studies in statistics education. Commonalities and differences across the learning trajectories are discussed as well as recommendations for future research.}, booktitle={International Handbook of Research in Statistics Education}, publisher={Springer}, author={Arnold, P. and Confrey, J. and Jones, S. and Lee, H.S. and Pfannkuch, M.}, editor={Ben-Zvi, D. and Makar, K. and Garfield, J.Editors}, year={2018}, pages={295–326} }
 @article{harrison_lee_2018, title={iPads in the Mathematics Classroom: Developing Criteria for Selecting Appropriate Learning Apps}, volume={6}, ISSN={["2147-611X"]}, DOI={10.18404/ijemst.408939}, abstractNote={Over the last several years, iPads have become increasingly popular in the classroom. The number of available apps that could be used in the mathematics classroom are countless, but some make better mathematical learning tools than others. This research presents a set of sixteen criteria that can be used to evaluate the potential of an iPad app to be an effective mathematical learning tool. A review of the existing literature on digital learning objects and on iPads and tablet PCs in the classroom is conducted. The evaluation instrument is presented, along with a discussion of each of the sixteen criteria. The instrument is then applied to seven apps designed for learning algebraic concepts. From this sample of seven apps, common themes are examined. Implications for educators, designers, and for future research are discussed.}, number={2}, journal={INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY}, author={Harrison, Taylor R. and Lee, Hollylynne S.}, year={2018}, pages={155–172} }
 @inproceedings{lee_lovett_mojica_2017, place={Indianapolis, IN}, title={Characterizing impacts of online professional development on teachers’ beliefs and perspectives about teaching statistics}, booktitle={Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={Hoosier Association of Mathematics Teacher Educators}, author={Lee, H.S. and Lovett, J.N. and Mojica, G.M.}, editor={Galindo, E. and Newton, J.Editors}, year={2017}, pages={407–414} }
 @article{lee_stangl_2017, title={Design and implementation of professional development MOOCs for statistics teachers}, url={http://magazine.amstat.org/blog/2017/09/01/pd_teachers/}, journal={AMSTAT News}, author={Lee, H.S. and Stangl, D.}, year={2017} }
 @article{campbell_lee_2017, title={Examining Secondary Mathematics Teachers' Opportunities to Develop Mathematically in Professional Learning Communities}, volume={117}, ISSN={["1949-8594"]}, DOI={10.1111/ssm.12209}, abstractNote={To make progress toward ambitious and equitable goals for students’ mathematical development, teachers need opportunities to develop specialized ways of knowing mathematics such as mathematical knowledge for teaching (MKT) for their work with students in the classroom. Professional learning communities (PLCs) are a common model used to support focused teacher collaboration and, in turn, foster teacher development, instructional improvement, and student outcomes. However, there is a lack of specificity in what is known about teachers’ work in PLCs and what teachers can gain from those experiences, despite broad claims of their benefit. We discuss an investigation of the work of secondary mathematics teachers in PLCs at two high schools to describe and explicate possible opportunities for teachers to develop the mathematical knowledge needed for the work of teaching and the ways in which these opportunities may be pursued or hindered. The findings show that, without pointed focus on mathematical content, opportunities to develop MKT can be rare, even among mathematics teachers. Two detailed images of teacher discussion are shared to highlight these claims. This article contributes to the ongoing discussion about the affordances and limitations of PLCs for mathematics teachers, considerations for their use, and how they can be supported.}, number={3-4}, journal={SCHOOL SCIENCE AND MATHEMATICS}, author={Campbell, Matthew P. and Lee, Hollylynne Stohl}, year={2017}, pages={115–126} }
 @article{lovett_lee_2017, title={Incorporating multiple technologies into teacher education: A case of developing preservice teachers’ understandings in teaching statistics with technology}, volume={17}, url={http://www.citejournal.org/volume-17/issue-4-17/mathematics/incorporating-multiple-technologies-into-teacher-education-a-case-of-developing-preservice-teachers-understandings-in-teaching-statistics-with-technology}, number={4}, journal={Contemporary Issues in Technology and Teacher Education}, author={Lovett, J.N. and Lee, H.S.}, year={2017}, pages={440–457} }
 @inproceedings{harrell-williams_lovett_pierce_sorto_lee_lesser_2017, place={Indianapolis, IN}, title={Middle grades SETS instrument: Psychometric comparison of middle and high school pre-service mathematics teachers}, booktitle={Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={Hoosier Association of Mathematics Teacher Educators}, author={Harrell-Williams, L.M. and Lovett, J.N. and Pierce, R.L. and Sorto, M.A. and Lee, H.S. and Lesser, L.M.}, editor={Galindo, E. and Newton, J.Editors}, year={2017}, pages={1064–1067} }
 @article{lovett_lee_2017, title={New Standards Require Teaching More Statistics: Are Preservice Secondary Mathematics Teachers Ready?}, volume={68}, ISSN={0022-4871 1552-7816}, url={http://dx.doi.org/10.1177/0022487117697918}, DOI={10.1177/0022487117697918}, abstractNote={Mathematics teacher education programs often need to respond to changing expectations and standards for K-12 curriculum and accreditation. New standards for high school mathematics in the United States include a strong emphasis in statistics. This article reports results from a mixed methods cross-institutional study examining the preparedness of preservice secondary mathematics teachers to teach statistics and identifying factors and experiences that influence their preparedness. Our results suggest that the cohort of teachers entering secondary mathematics classrooms in 2015-2016 were not well prepared to teach statistics. Specific suggestions are given for how teacher education programs must rise to the challenge of preparing their graduates to teach statistics.}, number={3}, journal={Journal of Teacher Education}, publisher={SAGE Publications}, author={Lovett, Jennifer N. and Lee, Hollylynne S.}, year={2017}, month={Mar}, pages={299–311} }
 @inproceedings{azmy_lee_2017, place={Indianapolis, IN}, title={Preservice secondary mathematics teachers understanding of binomial distribution}, booktitle={Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={Hoosier Association of Mathematics Teacher Educators}, author={Azmy, C. and Lee, H.S.}, editor={Galindo, E. and Newton, J.Editors}, year={2017}, pages={1060–1063} }
 @inproceedings{lovett_lee_2017, place={Indianapolis, IN}, title={Preservice secondary mathematics teachers’ statistical knowledge: A snapshot of strengths and weaknesses}, booktitle={Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={Hoosier Association of Mathematics Teacher Educators}, author={Lovett, J.N. and Lee, H.S.}, editor={Galindo, E. and Newton, J.Editors}, year={2017}, pages={1048–1055} }
 @inbook{batanero_chernoff_engel_lee_sánchez_2017, title={Topic Study Group No. 14: Teaching Learning of Probability}, ISBN={9783319625966 9783319625973}, ISSN={2520-8322 2520-8330}, url={http://dx.doi.org/10.1007/978-3-319-62597-3_41}, DOI={10.1007/978-3-319-62597-3_41}, booktitle={Proceedings of the 13th International Congress on Mathematical Education}, publisher={Springer International Publishing}, author={Batanero, Carmen and Chernoff, Egan J. and Engel, Joachim and Lee, Hollylynne Stohl and Sánchez, Ernesto}, year={2017}, pages={439–442} }
 @article{harrell-williams_lovett_lee_pierce_lesser_sorto_2017, title={Validation of Scores From the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers}, volume={37}, ISSN={0734-2829 1557-5144}, url={http://dx.doi.org/10.1177/0734282917735151}, DOI={10.1177/0734282917735151}, abstractNote={ Recently adopted state standards for middle grades and high school mathematics content have an increased emphasis on statistical topics. With this change, teacher education programs may need to adapt how they prepare preservice secondary mathematics teachers (PSMTs) to teach statistics and require measures related to statistics teaching to assess the impact of programmatic changes and track teacher growth. Using responses from a sample of 290 PSMTs from 20 institutions across the United States, this study presents validity and reliability evidence for the high school version of the Self-Efficacy to Teach Statistics (SETS-HS), which could be used to assess statistics teaching efficacy. Confirmatory factor analysis results via Rasch modeling support the use of three subscales, which exhibit adequate reliabilities and correspond to the three levels in the Pre-K–12 Guidelines for Assessment and Instruction in Statistics Education endorsed by the American Statistical Association. Item and rating scale analyses indicate that the 46 items and the six-category scale employed in the SETS-HS perform as intended. }, number={2}, journal={Journal of Psychoeducational Assessment}, publisher={SAGE Publications}, author={Harrell-Williams, Leigh M. and Lovett, Jennifer N. and Lee, Hollylynne S. and Pierce, Rebecca L. and Lesser, Lawrence M. and Sorto, M. Alejandra}, year={2017}, month={Oct}, pages={194–208} }
 @inproceedings{lee_doerr_2016, title={A framework of probability concepts needed for teaching repeated sampling approaches to inference}, url={http://iase-web.org/documents/papers/icme13/ICME13_I6_HSLee.pdf.}, booktitle={Conference Proceedings of the 13th International Congress on Mathematical Education}, author={Lee, H.S. and Doerr, H.M.}, year={2016} }
 @article{hollebrands_lee_2016, title={Characterizing questions and their focus when pre-service teachers implement dynamic geometry tasks}, volume={43}, ISSN={["1873-8028"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84979261524&partnerID=MN8TOARS}, DOI={10.1016/j.jmathb.2016.07.004}, abstractNote={When technology is used in classrooms new interactions among students, the teacher, and technology are enabled. The purpose of this study was to examine the ways pre-service mathematics teachers implemented technology-based tasks with individual advanced middle-school students. Pre-service teachers posed questions that focused students on features of technology and geometry in different classifiable ways. In particular, there were instances when teachers focused only on mathematics or technology. There were also instances when the teacher suggested students use the technology for the purpose of noticing mathematics and other times when the teacher would pose a mathematics question or statement with the assumption that students would use technology in response. Analysis of six pre-service teachers' is provided along with a classification system.}, journal={JOURNAL OF MATHEMATICAL BEHAVIOR}, author={Hollebrands, Karen F. and Lee, Hollylynne S.}, year={2016}, month={Sep}, pages={148–164} }
 @inproceedings{tran_lee_2016, place={Canberra, Australia}, title={Designing massive open online courses for educators around the world: The case of Teaching Statistics}, ISBN={9780980595024}, url={http://iase-web.org/documents/anzcots/OZCOTS_2016_Proceedings.pdf.}, booktitle={Proceedings of the 9th Australian Conference on Teaching Statistics (OZCOTS}, author={Tran, D. and Lee, H.S.}, editor={MacGillivray, H. and Martin, M. and Phillips, B.Editors}, year={2016}, pages={77–82} }
 @inproceedings{tran_lee_doerr_2016, title={Developing teachers’ reasoning about comparing distributions: A cross-institutional effort}, number={ED572344}, booktitle={Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia}, author={Tran, D. and Lee, H.S. and Doerr, H.M.}, year={2016} }
 @article{lovett_lee_2016, title={Making Sense of Data: Context Matters}, volume={21}, ISSN={1072-0839}, url={http://dx.doi.org/10.5951/mathteacmiddscho.21.6.0338}, DOI={10.5951/mathteacmiddscho.21.6.0338}, abstractNote={Gain insight into the ways that students reason about measurement units and use data to draw conclusions.}, number={6}, journal={Mathematics Teaching in the Middle School}, publisher={National Council of Teachers of Mathematics}, author={Lovett, Jennifer N. and Lee, Hollylynne S.}, year={2016}, pages={338} }
 @inbook{hollebrands_mcculloch_lee_2016, place={Hershey, PA}, title={Prospective Teachers' Incorporation of Technology in Mathematics Lesson Plans}, ISBN={9781522501206 9781522501213}, ISSN={2327-6983 2327-6991}, url={http://dx.doi.org/10.4018/978-1-5225-0120-6.ch011}, DOI={10.4018/978-1-5225-0120-6.ch011}, booktitle={Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age}, publisher={IGI Global}, author={Hollebrands, Karen and McCulloch, Allison W. and Lee, Hollylynne S.}, editor={Niess, M. and Driskell, S. and Hollebrands, K.Editors}, year={2016}, month={Apr}, pages={272–292} }
 @book{batanero_chernoff_engel_lee_sanchez_2016, title={Research on Teaching and Learning Probability}, ISBN={["978-3-319-31624-6"]}, ISSN={["2366-5955"]}, DOI={10.1007/978-3-319-31625-3_1}, abstractNote={Research in probability education is now well established and tries to improve the challenges posed in the education of students and teachers. In this survey on the state of the art, we summarise existing research in probability education before pointing to some ideas and questions that may help in framing a future research agenda.}, journal={RESEARCH ON TEACHING AND LEARNING PROBABILITY}, author={Batanero, C. and Chernoff, E. and Engel, J. and Lee, H. and Sanchez, E.}, year={2016}, pages={1–33} }
 @book{batanero_chernoff_engel_lee_sánchez_2016, place={Cham}, series={ICME-13 Topical Surveys}, title={Research on Teaching and Learning Probability}, ISBN={9783319316246 9783319316253}, ISSN={2366-5947 2366-5955}, url={http://dx.doi.org/10.1007/978-3-319-31625-3}, DOI={10.1007/978-3-319-31625-3}, abstractNote={This book summarizes the vast amount of research related to teaching and learning probability that has been conducted for more than 50 years in a variety of disciplines. It begins with a synthesis of}, publisher={Springer International Publishing}, author={Batanero, Carmen and Chernoff, Egan J. and Engel, Joachim and Lee, Hollylynne S. and Sánchez, Ernesto}, year={2016}, collection={ICME-13 Topical Surveys} }
 @article{lee_doerr_tran_lovett_2016, title={The role of probability in developing learners’ models of simulation approaches to inference}, volume={15}, url={http://iase-web.org/documents/SERJ/SERJ15(2)_Lee.pdf}, number={2}, journal={Statistics Education Research Journal}, author={Lee, H.S. and Doerr, H.M. and Tran, D. and Lovett, J.N.}, year={2016}, pages={216–238} }
 @inproceedings{jacobs_lee_tran_doerr_2015, place={Prague, Czech Republic}, title={Improving teachers’ reasoning about sampling variability: A cross institutional effort}, url={https://hal.archives-ouvertes.fr/CERME9-TWG05/hal-01287076v1}, booktitle={Proceedings of Ninth Congress of European Research in Mathematics Education}, publisher={Charles University in Prague, Faculty of Education and ERME}, author={Jacobs, B. and Lee, H.S. and Tran, D. and Doerr, H.M.}, editor={Krainer, K. and Vondorva, N.Editors}, year={2015}, pages={692–699} }
 @inproceedings{pulis_lee_2015, place={East Lansing, Michigan}, title={Secondary mathematics teachers’ approaches to statistical investigations with multivariate data sets using technology}, booktitle={Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={Michigan State University}, author={Pulis, T. and Lee, H.S.}, editor={Bartell, T.G. and Bieda, K.N. and Putnam, R.T. and Bradfield, K. and Dominguez, H.Editors}, year={2015}, pages={463–466} }
 @inproceedings{lee_tran_nickell_doerr_2015, place={Prague, Czech Republic}, title={Simulation approaches for informal inferences: Models to develop understanding}, url={https://hal.archives-ouvertes.fr/CERME9-TWG05/hal-01287093v1}, booktitle={Proceedings of the Ninth Congress of European Society for Research in Mathematics Education}, publisher={Charles University in Prague, Faculty of Education and ERME}, author={Lee, H.S. and Tran, D. and Nickell, J. and Doerr, H.M.}, editor={Krainer, K. and Vondorva, N.Editors}, year={2015}, pages={707–714} }
 @article{starling_lee_2015, title={Synchronous online discourse in a technology methods course for middle and secondary prospective mathematics teachers}, volume={15}, url={https://citejournal.org/volume-15/issue-2-15/mathematics/synchronous-online-discourse-in-a-technology-methods-course-for-middle-and-secondary-prospective-mathematics-teachers/}, number={2}, journal={Contemporary Issues in Technology and Teacher Education}, author={Starling, T. and Lee, H.S.}, year={2015}, pages={106–125} }
 @article{lee_stangl_2015, title={Taking a Chance in the Classroom: Professional Development MOOCs for Teachers of Statistics in K-12}, volume={28}, ISSN={0933-2480 1867-2280}, url={http://dx.doi.org/10.1080/09332480.2015.1099368}, DOI={10.1080/09332480.2015.1099368}, abstractNote={Statistics continues to receive increasing attention in K–12 curricula through Common Core and recommendations from the American Statistical Association (ASA). Professional development opportunitie...}, number={3}, journal={CHANCE}, publisher={Informa UK Limited}, author={Lee, Hollylynne and Stangl, Dalene}, year={2015}, month={Jul}, pages={56–63} }
 @inproceedings{thrasher_starling_lovett_doerr_lee_2015, place={East Lansing, Michigan}, title={The influence of a graduate course on teachers’ self-efficacy to teach statistics}, booktitle={Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={Michigan State University}, author={Thrasher, E.P. and Starling, T. and Lovett, J.N. and Doerr, H.M. and Lee, H.S.}, editor={Bartell, T.G. and Bieda, K.N. and Putnam, R.T. and Bradfield, K. and Dominguez, H.Editors}, year={2015}, pages={447–454} }
 @inproceedings{nickell_lee_2014, place={Flagstaff, AZ}, title={Designing opportunities for students to reason about the relationship between sources and structures of data}, booktitle={Proceedings of the International Conference on Teaching Statistics}, author={Nickell, J. and Lee, H.S.}, year={2014} }
 @article{perry_thrasher_lee_2014, title={High-Leverage iPad Apps for the Mathematics Classroom}, volume={107}, ISSN={0025-5769}, url={http://dx.doi.org/10.5951/mathteacher.107.9.0706}, DOI={10.5951/mathteacher.107.9.0706}, abstractNote={The use of iPads® in the classroom is growing. In the 2013–14 school year, 57 percent of schools planned to invest in iPads (Netop 2013). This investment can benefit mathematics classrooms only if teachers know which apps they can use to help students develop deeper mathematical understanding. Although learning about and developing facility with various apps is valuable for mathematics teachers, the process can be difficult, overwhelming, and time-consuming. To get started, we recommend one app, Dropbox, that can be used to share materials within the classroom setting, and then we suggest three free, easy-to-use mathematics apps: Sketchpad Explorer, Data Analysis, and MathGraph (see the table on p. 711).}, number={9}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Perry, Ayanna D. and Thrasher, Emily P. and Lee, Hollylynne S.}, year={2014}, pages={706} }
 @inproceedings{lee_nickell_2014, place={Flagstaff, AZ}, title={How a curriculum may develop Technological Pedagogical Statistical Knowledge: A case of teachers examining relationships among variables using Fathom}, url={http://icots.net/9/proceedings/pdfs/ICOTS9_9E3_LEE.pdf}, booktitle={Proceedings of the International Conference on Teaching Statistics}, author={Lee, H.S. and Nickell, J.}, year={2014} }
 @article{lee_kersaint_harper_jones_driskell_leatham_angotti_adu-gwamfi_2014, title={Teachers' Use of Transnumeration in Solving Statistical Tasks with Dynamic Statistical Software}, volume={13}, url={https://iase-web.org/documents/SERJ/SERJ13(1)_Lee.pdf?1402525003}, number={1}, journal={Statistics Education Research Journal}, author={Lee, H.S. and Kersaint, G. and Harper, S. and Jones, D.L. and Driskell, S.O. and Leatham, K. and Angotti, R. and Adu-Gwamfi, K.}, year={2014}, month={May}, pages={25–52} }
 @article{lee_starling_gonzalez_2014, title={Using Data to Motivate the Use of Empirical Sampling Distributions}, volume={107}, ISSN={0025-5769}, url={http://dx.doi.org/10.5951/mathteacher.107.6.0465}, DOI={10.5951/mathteacher.107.6.0465}, abstractNote={Research shows that students often struggle with understanding empirical sampling distributions. Using hands-on and technology models and simulations of problems generated by real data help students begin to make connections between repeated sampling, sample size, distribution, variation, and center. A task to assist teachers in implementing research-based strategies is included.}, number={6}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Lee, Hollylynne S. and Starling, Tina T. and Gonzalez, Marggie D.}, year={2014}, pages={465–469} }
 @inproceedings{lee_lee_2014, place={Flagstaff, AZ}, title={Visual representations of empirical probability distributions when using the granular density metaphor}, url={http://icots.net/9/proceedings/pdfs/ICOTS9_6E2_LEE.pdf}, booktitle={Proceedings of the International Conference on Teaching Statistics}, author={Lee, J.T. and Lee, H.S.}, year={2014} }
 @inproceedings{lee_doerr_arleback_pulis_2013, title={Collaborative design work of teacher educators: A case from statistics}, number={ED584484}, booktitle={Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Lee, H.S. and Doerr, H.M. and Arleback, J.B. and Pulis, T.}, editor={Martinez, M.V. and Superfine, A.C.Editors}, year={2013}, pages={357–364} }
 @inproceedings{pulis_lee_2013, title={High school mathematics teachers’ statistical question posing}, booktitle={Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Pulis, T. and Lee, H.S.}, editor={Martinez, M.V. and Superfine, A.C.Editors}, year={2013}, pages={365–368} }
 @inproceedings{lee_2013, place={Laramie, Wyoming}, title={Quantitative reasoning in a digital world: Laying the pebbles for future research frontiers}, booktitle={Quantitative Reasoning in Mathematics and Science Education: Papers from an International STEM Research Symposium, WISDOM e Monograph #3}, publisher={University of Wyoming College of Education}, author={Lee, H.S.}, editor={Mayes, R.L. and Hatfield, L.L.Editors}, year={2013}, pages={65–82} }
 @book{pearl_garfield_delmas_groth_kaplan_mcgowan_lee_2012, title={Connecting research to practice in a culture of assessment in introductory collegiate-level statistics: Report arising from research retreat at American Statistical Association}, url={https://www.causeweb.org/research/guidelines/ResearchReport_Dec_2012.pdf.}, author={Pearl, D. and Garfield, J. and delMas, R. and Groth, R.E. and Kaplan, J. and McGowan, H. and Lee, H.S.}, year={2012} }
 @book{hollebrands_lee_2012, title={Preparing to teach mathematics with technology: an integrated approach to geometry}, publisher={Dubuque, IA: Kendall Hunt}, author={Hollebrands, K. F. and Lee, H. S.}, year={2012} }
 @inproceedings{hollebrands_lee_starling_gonzalez_pulis_2012, place={Kalamazoo, MI}, title={Prospective high school mathematics teachers’ design and implementation of dynamic geometry tasks}, booktitle={Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, publisher={Western Michigan University}, author={Hollebrands, K.F. and Lee, H.S. and Starling, T.T. and Gonzalez, M.D. and Pulis, T.}, editor={Van Zoest, L.R. and Lo, J-J and Kratky, L.Editors}, year={2012}, pages={1123–1126} }
 @inproceedings{lee_kersaint_harper_driskell_leatham_2012, place={Chesapeake, VA}, title={Prospective teachers’ statistical problem solving with dynamic technology: Research results across multiple institutions}, booktitle={Proceedings of Society for Information Technology & Teacher Education International Conference 2012}, publisher={AACE}, author={Lee, H.S. and Kersaint, G. and Harper, S.R. and Driskell, S.O. and Leatham, K.R.}, editor={Resta, P.Editor}, year={2012} }
 @article{lee_harper_driskell_kersaint_leatham_2012, place={Online Serial}, title={Teachers' statistical problem solving with dynamic technology: Research results across multiple institutions}, volume={12}, number={3}, journal={Contemporary Issues in Technology and Teacher Education}, author={Lee, H.S. and Harper, S. and Driskell, S.O. and Kersaint, G. and Leatham, K.}, year={2012} }
 @inbook{lee_hollebrands_2011, title={Characterizing and developing teachers’ knowledge for teaching statistics}, booktitle={Teaching Statistics in School Mathematics - Challenges for Teaching and Teacher Education: A joint study of the International Commission of Mathematics Instruction and International Association of Statistical Education}, publisher={Springer}, author={Lee, H.S. and Hollebrands, K.F.}, editor={Batanero, C. and Burrill, G. and Reading, C. and Rossman, A.Editors}, year={2011}, pages={359–369} }
 @article{lee_lee_2011, title={Enhancing prospective teachers’ coordination of center and spread: A window into teacher education material development}, volume={21}, number={1}, journal={The Mathematics Educator}, author={Lee, H.S. and Lee, J.T.}, year={2011}, pages={33–47} }
 @inproceedings{keene_lee_lee_2011, place={Portland, OR}, title={Linking instructor moves to classroom discourse and student learning in differential equations classrooms}, booktitle={Proceedings of Research in Undergraduate Mathematics Education conference}, author={Keene, K.A. and Lee, J.T. and Lee, H.S.}, year={2011} }
 @inproceedings{gonzalez_lee_2011, place={Reno, NV}, title={Middle school students’ growth in understanding of probabilistic inference}, booktitle={Proceedings of the thirty-third annual meeting of the North American Chapter of the International Group for the Psychology in Mathematics Education}, publisher={University of Nevada}, author={Gonzalez, M.D. and Lee, H.S.}, editor={Wiest, L.R. and Lamberg, T.Editors}, year={2011}, pages={1069–1075} }
 @inproceedings{lee_driskell_harper_leatham_kersaint_angotti_2011, place={Reno, NV}, title={Prospective teachers’ use of representations in solving statistical tasks with dynamic statistical software}, booktitle={Proceedings of the thirty-third annual meeting of the North American Chapter of the International Group for the Psychology in Mathematics Education}, publisher={University of Nevada}, author={Lee, H.S. and Driskell, S.O. and Harper, S.R. and Leatham, K.R. and Kersaint, G. and Angotti, R.L.}, editor={Wiest, L.R. and Lamberg, T.Editors}, year={2011}, pages={268–275} }
 @inbook{lee_lee_2011, place={Reston, VA}, title={Simulations as a path for making sense of probability}, booktitle={Focus in High School Mathematics on Reasoning and Sense Making with Technology}, publisher={National Council of Teachers of Mathematics}, author={Lee, H.S. and Lee, J.T.}, editor={Hollebrands, K. and Dick, T.Editors}, year={2011}, pages={69–88} }
 @article{wilson_lee_hollebrands_2011, title={Understanding Prospective Mathematics Teachers' Processes for Making Sense of Students' Work With Technology}, volume={42}, ISSN={0021-8251}, url={http://dx.doi.org/10.5951/jresematheduc.42.1.0039}, DOI={10.5951/jresematheduc.42.1.0039}, abstractNote={This study investigated the processes used by prospective mathematics teachers as they examined middle-school students' work solving statistical problems using a computer software program. Students' work on the tasks was captured in a videocase used by prospective teachers enrolled in a mathematics education course focused on teaching secondary mathematics with technology. The researchers developed a model for characterizing prospective teachers' attention to students' work and actions and interpretations of students' mathematical thinking. The model facilitated the identification of four categories: describing, comparing, inferring, and restructuring. Ways in which the model may be used by other researchers and implications for the design of pedagogical tasks for prospective teachers are discussed.}, number={1}, journal={Journal for Research in Mathematics Education}, publisher={National Council of Teachers of Mathematics}, author={Wilson, P. Holt and Lee, Hollylynne Stohl and Hollebrands, Karen F.}, year={2011}, pages={39} }
 @article{wilson_lee_hollebrands_2010, title={An alternative development of measures of center and spread using dynamic diagrams}, volume={36}, number={2}, journal={Centroid}, author={Wilson, P.H. and Lee, H.S. and Hollebrands, K.F.}, year={2010}, pages={6–11} }
 @inbook{lee_ives_starling_hollebrands_2010, place={San Diego, CA}, title={Knowledge for teaching statistics with technology: Examining mathematics teacher educators' planning}, booktitle={Mathematics Teaching: Putting research into practice at all levels: The seventh monograph of the Association of Mathematics Teacher Educators}, publisher={Association of Mathematics Teacher Educators}, author={Lee, H.S. and Ives, S.E. and Starling, T.T. and Hollebrands, K.F.}, editor={Luebeck, J. and Lott, J.Editors}, year={2010}, pages={7–23} }
 @article{lee_angotti_tarr_2010, title={Making comparisons between observed data and expected outcomes: Students’ informal hypothesis testing with probability simulation tools}, volume={9}, number={1}, journal={Statistics Education Research Journal}, author={Lee, H.S. and Angotti, R.L. and Tarr, J.E.}, year={2010}, pages={68–96} }
 @book{lee_hollebrands_wilson_2010, place={Dubuque, IA}, title={Preparing to teach mathematics with technology: An integrated approach to data analysis and probability}, publisher={Kendall Hunt Publishers}, author={Lee, H.S. and Hollebrands, K.F. and Wilson, P.H.}, year={2010} }
 @inproceedings{keene_lee_lee_early_eley_holstein_2009, title={An investigation of one instructor’s mathematical knowledge for teaching: Developing a preliminary framework}, booktitle={Proceedings of Research in Undergraduate Mathematics Education conference}, author={Keene, K.A. and Lee, J.T. and Lee, H.S. and Early, M.E. and Eley, P. and Holstein, K}, year={2009} }
 @inbook{lee_mewborn_2009, place={San Diego, CA}, title={Mathematics teacher educators engaging in scholarly practices and inquiry}, booktitle={Scholarly practices and inquiry in the preparation of mathematics teachers}, publisher={Association of Mathematics Teacher Educators}, author={Lee, H.S. and Mewborn, D.S.}, editor={Mewborn, D.S. and Lee, H.S.Editors}, year={2009}, pages={1–6} }
 @inproceedings{lee_keene_lee_holstein_early_eley_2009, title={Pedagogical content moves in an inquiry-oriented differential equations class: Purposeful decisions to further mathematical discourse}, booktitle={Proceedings of Research in Undergraduate Mathematics Education conference}, author={Lee, H.S. and Keene, K.A. and Lee, J.T. and Holstein, K. and Early, M.E. and Eley, P.}, year={2009} }
 @inproceedings{ives_lee_starling_2009, title={Preparing to teach mathematics with technology: Lesson planning decisions for implementing new curriculum}, booktitle={Proceedings of Research in Undergraduate Mathematics Education conference}, author={Ives, S.E. and Lee, H.S. and Starling, T.}, year={2009} }
 @article{lee_lee_2009, title={Reasoning about probabilistic phenomena: Lessons learned and applied in software design}, volume={3}, number={2}, journal={Technology Innovations in Statistics Education}, author={Lee, H.S. and Lee, J.T.}, year={2009} }
 @book{mewborn_lee_2009, place={San Diego, CA}, title={Scholarly practices and inquiry in the preparation of mathematics teachers: The sixth monograph of the Association of Mathematics Teacher Educators}, publisher={Association of Mathematics Teacher Educators}, year={2009} }
 @inproceedings{lee_lee_2009, place={Atlanta, GA}, title={Students’ interpretations of probability distributions in a simulation environment}, booktitle={Proceedings of the thirty-first annual meeting of the North American Chapter of the International Group for the Psychology in Mathematics Education}, publisher={Georgia State University}, author={Lee, H.S. and Lee, J.T.}, editor={Swars, S.L. and Stinson, D.W. and Lemons-Smith, S.Editors}, year={2009}, pages={609–617} }
 @inproceedings{lee_mojica_2008, title={Examining teachers’ practices: In what ways are probabilistic reasoning and statistical investigations supported?}, booktitle={Proceedings of the Joint Study of the International Commission of Mathematics Instruction and International Association of Statistical Education}, author={Lee, H.S. and Mojica, G.F.}, year={2008} }
 @article{weber_maher_powell_lee_2008, title={Learning opportunities from group discussions: warrants become the objects of debate}, volume={68}, ISSN={0013-1954 1573-0816}, url={http://dx.doi.org/10.1007/s10649-008-9114-8}, DOI={10.1007/s10649-008-9114-8}, number={3}, journal={Educational Studies in Mathematics}, publisher={Springer Science and Business Media LLC}, author={Weber, Keith and Maher, Carolyn and Powell, Arthur and Lee, Hollylynne Stohl}, year={2008}, month={Apr}, pages={247–261} }
 @inproceedings{hauk_lee_marongelle_weber_2008, title={Panel Report on doctoral programs in mathematics education}, booktitle={Proceedings of Research in Undergraduate Mathematics Education conference}, author={Hauk, S. and Lee, H.S. and Marongelle, K. and Weber, K.}, year={2008} }
 @inproceedings{lee_hollebrands_2008, title={Preparing to teach data analysis and probability with technology}, booktitle={Proceedings of the Joint Study of the International Commission of Mathematics Instruction and International Association of Statistical Education}, author={Lee, H.S. and Hollebrands, K.F.}, year={2008} }
 @article{lee_hollebrands_2008, title={Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge}, volume={8}, number={4}, journal={Contemporary Issues in Technology and Teacher Education}, author={Lee, H.S. and Hollebrands, K.}, year={2008}, pages={326–341} }
 @inproceedings{lee_lee_2008, title={The use of intervals to help coordinate understandings of center and spread: A preliminary report}, booktitle={Proceedings of Research in Undergraduate Mathematics Education conference}, author={Lee, H.S. and Lee, J.T.}, year={2008} }
 @misc{heid_lee_2008, title={Using technology in teaching and learning mathematics: What should doctoral students in mathematics education know?}, ISBN={9780821845844 9781470423605}, ISSN={1047-398X 2380-5684}, url={http://dx.doi.org/10.1090/cbmath/015/11}, DOI={10.1090/cbmath/015/11}, journal={U.S. Doctorates in Mathematics Education}, publisher={American Mathematical Society}, author={Heid, M. and Lee, Hollylynne}, year={2008}, month={Jun}, pages={117–125} }
 @inproceedings{hollebrands_wilson_lee_2007, place={Reno, NV}, title={Prospective teachers' uses of a videocase to examine students’ work when solving mathematical tasks using technology}, ISBN={9780980088908}, url={http://www.pmena.org/pmenaproceedings/PMENA%2029%202007%20Proceedings.pdf}, booktitle={Proceedings of the twenty-ninth annual meeting of the North American Chapter of the International Group for the Psychology in Mathematics Education}, publisher={University of Nevada, Reno}, author={Hollebrands, K.F. and Wilson, P.H. and Lee, H.S.}, editor={de Silva Lamberg, Teruni and Wiest, Lynda R.Editors}, year={2007}, pages={968–974} }
 @inproceedings{lee_mojica_2007, place={Lake Tahoe, UT}, title={Teachers’ use of probability experiments and simulations}, ISBN={978-0-9800889-0-8}, url={http://www.pmena.org/pmenaproceedings/PMENA%2029%202007%20Proceedings.pdf}, booktitle={Proceedings of the twenty-ninth annual meeting of the North American Chapter of the International Group for the Psychology in Mathematics Education}, author={Lee, H.S. and Mojica, G.F.}, editor={de Silva Lamberg, T. and Wiest, L.R.Editors}, year={2007}, month={Oct}, pages={437–440} }
 @inproceedings{lee_hollebrands_wilson_2007, place={Charlotte, NC}, title={The use of research-based methods and materials for preparing to teach mathematics with technology}, booktitle={Proceeding of the ninth International Conference Mathematics Education in a Global Community}, author={Lee, H.S. and Hollebrands, K.F. and Wilson, P.H.}, editor={Pugalee, D.K. and Rogerson, A. and Schinck, A.Editors}, year={2007}, pages={383–388} }
 @book{myers_lee_2006, title={Best practices for promoting algebraic thinking for improving learning for all students, a research brief}, institution={National Educational Association}, author={Myers, M. and Lee, H.S.}, year={2006} }
 @inproceedings{rider_lee_2006, title={Differences in students’ use of computer simulation tools and reasoning about empirical data and theoretical distributions}, booktitle={Proceedings of the seventh International Conference on Teaching Statistics}, author={Rider, R.L. and Lee, H.S.}, year={2006} }
 @article{lee_hollebrands_2006, title={Students’ use of technological features while solving a mathematics problem}, volume={25}, ISSN={0732-3123}, url={http://dx.doi.org/10.1016/j.jmathb.2006.09.005}, DOI={10.1016/j.jmathb.2006.09.005}, abstractNote={The design of technology tools has the potential to dramatically influence how students interact with tools, and these interactions, in turn, may influence students’ mathematical problem solving. To better understand these interactions, we analyzed eighth grade students’ problem solving as they used a java applet designed to specifically accompany a well-structured problem. Within a problem solving session, students’ goal-directed activity was used to achieve different types of goals: analysis, planning, implementation, assessment, verification, and organization. As we examined students’ goals, we coded instances where their use of a technology feature was supportive or not supportive in helping them meet their goal. We categorized features of this applet into four subcategories: (1) features over which a user does not have any control and remain static, (2) dynamic features that allow users to directly manipulate objects, (3) dynamic features that update to provide feedback to users during problem solving, and (4) features that activate parts of the applet. Overall, most features were found to be supportive of students’ problem solving, and patterns in the type of features used to support various problem solving goals were identified.}, number={3}, journal={The Journal of Mathematical Behavior}, publisher={Elsevier BV}, author={Lee, Hollylynne Stohl and Hollebrands, Karen F.}, year={2006}, month={Jan}, pages={252–266} }
 @inproceedings{maher_powell_weber_lee_2006, title={Tracing middle school students’ arguments}, volume={2}, booktitle={Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Maher, C. and Powell, A. and Weber, K. and Lee, H.S.}, year={2006}, pages={403–410} }
 @inbook{tarr_lee_rider_2006, place={Reston}, title={When data and chance collide: Drawing inferences from empirical data}, booktitle={Thinking and reasoning with data and chance: 2006 yearbook of the NCTM}, publisher={VA: National Council of Teachers of Mathematics}, author={Tarr, J.E. and Lee, H.S. and Rider, R.}, editor={Burrill, G.Editor}, year={2006}, pages={139–149} }
 @article{lee_2005, title={Facilitating Students’ Problem Solving in a Technological Context: Prospective Teachers’ Learning Trajectory}, volume={8}, ISSN={1386-4416 1573-1820}, url={http://dx.doi.org/10.1007/s10857-005-2618-6}, DOI={10.1007/s10857-005-2618-6}, number={3}, journal={Journal of Mathematics Teacher Education}, publisher={Springer Science and Business Media LLC}, author={Lee, Hollylynne Stohl}, year={2005}, month={Jun}, pages={223–254} }
 @article{underwood_hoadley_lee_hollebrands_digiano_renninger_2005, title={IDEA: Identifying design principles in educational applets}, volume={53}, ISSN={1042-1629 1556-6501}, url={http://dx.doi.org/10.1007/bf02504868}, DOI={10.1007/bf02504868}, abstractNote={The Internet is increasingly being used as a medium for educational software in the form of miniature applications (e.g., applets) to explore concepts in a domain. One such effort in mathematics education, the Educational Software Components of Tomorrow (ESCOT) project, created 42 miniature applications each consisting of a context, a set of questions, and one or more interactive applets to help students explore a mathematical concept. They were designed by experts in interface design, educational technology, and classroom teaching. However, some applications were more successful for fostering student problem-solving than others. This article describes the method used to mine a subset (25) of these applets for design principles that describe successful learner-centered design by drawing on such data as videos of students using the software and summaries of written student work. Twenty-one design principles were identified, falling into the categories of motivation, presentation, and support for problem solving. The main purpose of this article is to operationalize a method for post hoc extraction of design principles from an existing library of educational software, although readers may also find the design principles themselves to be useful.}, number={2}, journal={Educational Technology Research and Development}, publisher={Springer Science and Business Media LLC}, author={Underwood, Jody S. and Hoadley, Christopher and Lee, Hollylynne Stohl and Hollebrands, Karen and DiGiano, Chris and Renninger, K. Ann}, year={2005}, month={Jun}, pages={99–112} }
 @inbook{stohl_2005, place={Boston, MA}, title={Probability in Teacher Education and Development}, ISBN={0387245294}, url={http://dx.doi.org/10.1007/0-387-24530-8_15}, DOI={10.1007/0-387-24530-8_15}, booktitle={Mathematics Education Library}, publisher={Springer-Verlag}, author={Stohl, Hollylynne}, editor={Jones, G.A.Editor}, year={2005}, month={Jul}, pages={345–366} }
 @inproceedings{lee_2005, title={Students’ reasoning with small and large trials in probability simulations}, booktitle={Proceedings of the twenty-seventh annual meeting of the Psychology of Mathematics Education-North American Chapter}, author={Lee, H.S.}, editor={Wilson, S.Editor}, year={2005} }
 @inproceedings{lee_tarr_powell_2005, title={Working group for the complexity of learning to reason probabilistically}, booktitle={Proceedings of the twenty-seventh annual meeting of the Psychology in Mathematics Education-North American Chapter}, author={Lee, H.S. and Tarr, J.E. and Powell, A.}, year={2005} }
 @inproceedings{walsh_miller_stohl_deluca_2004, title={Building a TeKnowledgy Greenhouse: An engineering and education learning community}, booktitle={Proceedings of the American Society of Engineering Education Annual Conference & Exposition}, author={Walsh, S.J. and Miller, T.K. and Stohl, H. and Deluca, W.V.}, year={2004} }
 @article{stohl_harper_2004, title={Technology Tips: October 2004: Using screen captures in your work as a mathematics teacher}, volume={98}, ISSN={0025-5769 2330-0582}, url={http://dx.doi.org/10.5951/mt.98.3.0200}, DOI={10.5951/mt.98.3.0200}, abstractNote={Have you ever been working on your computer and wanted to capture an image of the screen so that you could show your work to someone else, perhaps your students? When mathematics teachers create technologybased lessons, they often need to create professional-looking documents—such as handouts, tests, Web pages, distanceeducation course materials, and “Technology Tips” manuscripts—that include images from work done on a computer. In this month's “Technology Tips,” we share some inexpensive or free ways that enable you to capture and use images in your work. The techniques that we describe can capture images of anything that is displayed on your computer monitor. In this example, the screen captures that we demonstrate are of a statistical exploration of SAT data in the software application Fathom (available from Key Curriculum Press at www.keypress.com/ fathom). The SAT data used can be found at the College Board's Web site (www.collegeboard.com/about/news_ info/cbsenior/yr2003/html/links.html).}, number={3}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, year={2004}, month={Oct}, pages={200–204} }
 @article{stohl_harper_2004, title={Technology Tips: September 2004: Graphing functions, tangents, and derivatives in Geometer's Sketchpad}, volume={98}, ISSN={0025-5769 2330-0582}, url={http://dx.doi.org/10.5951/mt.98.2.0136}, DOI={10.5951/mt.98.2.0136}, abstractNote={In this month's “Technology Tips,” we introduce readers to some of the graphing capabilities of The Geometer's Sketchpad (Version 4.05, KCP Technologies 2001). You can download a free upgrade from Version 4.0, download an Instructor Evaluation Edition (60-day trial), or purchase a licensed copy from www.keypress.com/sketchpad. If you would like an overview of the software, you can download the Workshop Guide from www.keypress.com/sketchpad/ workshop_guide.html.}, number={2}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Stohl, Hollylynne and Harper, Suzanne R.}, year={2004}, month={Sep}, pages={136–140} }
 @inproceedings{hollebrands_stohl_2004, title={The interplay between technology design and students’ control of problem solving}, booktitle={Proceedings of the twenty-sixth annual meeting of the Psychology of Mathematics Education-North American Chapter}, author={Hollebrands, K.F. and Stohl, H.}, editor={McDougall, D.Editor}, year={2004} }
 @inproceedings{stohl_rider_2003, place={Honolulu, Hawaii}, title={Are these die fair? An analysis of students' technology-based exploration}, booktitle={Proceedings of the twenty-seventh annual meeting of the International Group for the Psychology of Mathematics Education}, publisher={Center for Research and Development Group, University of Hawaii}, author={Stohl, H. and Rider, R.}, editor={Pateman, N. and Dougherty, B. and Zilliox, J.Editors}, year={2003} }
 @inproceedings{miller_walsh_stohl_haefner_2003, title={Belshazzar: A simple tool for creating and publishing voice-annotated drawings on the web}, booktitle={Proceedings of the American Society of Engineering Education Annual Conference & Exposition}, author={Miller, T.K. and Walsh, S.J. and Stohl, H. and Haefner, L.A.}, year={2003} }
 @inbook{stohl_2003, place={Eugene, OR}, title={Do vampires exist? Using spreadsheets to investigate a common folktale}, booktitle={Making math success happen: The best of learning and leading with technology}, publisher={International Society of Technology in Education}, author={Stohl, H.}, editor={Baugh, I.W. and Raymond, A.Editors}, year={2003}, pages={85–88} }
 @inproceedings{stohl_2003, title={Preparing to teach mathematics with technology: Research implications for a learning trajectory}, booktitle={Society for Information Technology and Teacher Education International Conference}, author={Stohl, H.}, year={2003}, pages={2961–2968} }
 @inproceedings{stohl_2003, place={Honolulu, HI}, title={Prospective teachers' development of teaching with technology}, booktitle={Proceedings of the twenty-seventh annual meeting of the International Group for the Psychology of Mathematics Education}, publisher={Center for Research and Development Group, University of Hawaii}, author={Stohl, H.}, editor={Pateman, N. and Dougherty, B. and Zilliox, J.Editors}, year={2003} }
 @article{hollebrands_stohl_2003, title={Technology Tips Column: The use of spreadsheets for creating a parameter exploration of a linear function}, volume={96}, number={7}, journal={Mathematics Teacher}, author={Hollebrands, K.F. and Stohl, H.}, year={2003}, pages={516–520} }
 @article{hollebrands_stohl_2003, title={Technology Tips: September 2003: Creating interactive spreadsheets for exploring functions}, volume={96}, ISSN={0025-5769 2330-0582}, url={http://dx.doi.org/10.5951/mt.96.6.0452}, DOI={10.5951/mt.96.6.0452}, abstractNote={Welcome to a new year of “Technology Tips.” The format of the column is changing to include short tips. We begin the year with a demonstration of various spreadsheet features that can be used for exploring graphical and tabular representations of functions. The “Surfing Note” this month provides information about two Web sites from which teachers can download Excel files to use in the classroom.}, number={6}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, K.F. and Stohl, H.}, year={2003}, month={Sep}, pages={452–456} }
 @article{kersaint_horton_stohl_garofalo_2003, title={Technology beliefs and practices of mathematics education faculty}, volume={11}, number={4}, journal={Journal of Technology and Teacher Education}, author={Kersaint, G. and Horton, B. and Stohl, H. and Garofalo, J.}, year={2003}, pages={549–577} }
 @article{stohl_tarr_2002, title={Developing notions of inference using probability simulation tools}, volume={21}, ISSN={0732-3123}, url={http://dx.doi.org/10.1016/s0732-3123(02)00132-3}, DOI={10.1016/s0732-3123(02)00132-3}, abstractNote={This paper focuses on how notions of inference can be fostered in middle school through the use of carefully designed tasks, open-ended software simulation tools, and social activity that focuses on making data-based arguments. We analyzed interactions between two sixth-grade students who used software tools to formulate and evaluate inferences during a 12-day instructional program that utilized Probability Explorer software as a primary investigation tool. A variety of the software tools enabled students to understand the interplay between empirical and theoretical probability, recognize the importance of using larger samples to make inferences, and justify their claims with data-based evidence.}, number={3}, journal={The Journal of Mathematical Behavior}, publisher={Elsevier BV}, author={Stohl, Hollylynne and Tarr, James E}, year={2002}, month={Jan}, pages={319–337} }
 @article{stohl_2002, title={Using electronic tools to investigate rational number relationships}, volume={1}, number={1}, journal={ON-Math: The Online Journal of School Mathematics}, author={Stohl, H.}, year={2002} }
 @inproceedings{stohl_tarr_2002, title={Using multi-representational computer tools to make sense of inference}, volume={3}, booktitle={Proceedings of the twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Stohl, H. and Tarr, J.E.}, editor={Mewborn, DEditor}, year={2002}, pages={1317–1330} }
 @inproceedings{drier_2001, title={Beliefs, experiences, and reflections that affect the development of techno-mathematical knowledge}, booktitle={Proceedings from the twelfth international meeting of the Society for Informational Technology and Teacher Education}, author={Drier, H.S.}, year={2001}, pages={1353–1358} }
 @article{drier_2001, title={Conceptualization and design of Probability Explorer}, volume={45}, ISSN={8756-3894 1559-7075}, url={http://dx.doi.org/10.1007/bf02763496}, DOI={10.1007/bf02763496}, number={2}, journal={TechTrends}, publisher={Springer Science and Business Media LLC}, author={Drier, Hollylynne Stohl}, year={2001}, month={Mar}, pages={22–24} }
 @article{harper_schirack_stohl_garofalo_2001, title={Learning mathematics and developing pedagogy with technology: A reply to Browning and Klespis}, volume={1}, number={3}, journal={Contemporary Issues in Technology and Teacher Education}, author={Harper, S.R. and Schirack, S.O. and Stohl, H. and Garofalo, J.}, year={2001} }
 @article{vásquez-levy_garofalo_timmerman_drier_2001, title={Teacher Rationales for Scoring Students' Problem Solving Work}, volume={101}, ISSN={0036-6803 1949-8594}, url={http://dx.doi.org/10.1111/j.1949-8594.2001.tb18188.x}, DOI={10.1111/j.1949-8594.2001.tb18188.x}, abstractNote={This article presents the scores teachers assigned to samples of actual students' problem‐solving work and the rationales teachers provided for these scores. These rationales may reflect teachers' values relative to aspects of mathematical problem solving. It may be that when teachers can express rationales for scoring students' work, they are able to justify their evaluation of what students can “know and do” in mathematics.}, number={1}, journal={School Science and Mathematics}, publisher={Wiley}, author={Vásquez-Levy, Dorothy and Garofalo, Joe and Timmerman, Maria A. and Drier, Hollylynne Stohl}, year={2001}, month={Jan}, pages={43–48} }
 @article{drier_2001, title={Teaching and Learning Mathematics With Interactive Spreadsheets}, volume={101}, ISSN={0036-6803 1949-8594}, url={http://dx.doi.org/10.1111/j.1949-8594.2001.tb18020.x}, DOI={10.1111/j.1949-8594.2001.tb18020.x}, abstractNote={Learning to teach mathematics at the middle and secondary levels should include many opportunities for teachers to learn how to use technology to better understand mathematics themselves and promote students' learning of mathematical concepts with technology‐enabled pedagogy. This article highlights work done in a variety of preservice and in‐service mathematics teacher education courses to help teachers use commonly available spreadsheets as an interactive exploratory learning tool. Several examples of teachers' subsequent use of spreadsheets in their own teaching are also discussed.}, number={4}, journal={School Science and Mathematics}, publisher={Wiley}, author={Drier, Hollylynne Stohl}, year={2001}, month={Apr}, pages={170–179} }
 @inbook{garofalo_drier_2000, place={Reston, VA}, title={Cases about scoring assessment: Right or wrong?}, booktitle={Classroom assessment for school mathematics: Cases and discussion questions for grades 6-12}, publisher={National Council of Teachers of Mathematics}, author={Garofalo, J. and Drier, H.S.}, editor={Bush, W.Editor}, year={2000}, pages={36–39} }
 @inproceedings{drier_2000, title={Children's meaning-making activity with dynamic multiple representations in a probability microworld}, volume={2}, booktitle={Proceedings of the twenty-second annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Drier, H.S.}, editor={Fernandez, M.Editor}, year={2000}, pages={691–696} }
 @article{drier_2000, title={Investigating mathematics as a community of learners}, volume={6}, number={6}, journal={Teaching Children Mathematics}, author={Drier, H.S.}, year={2000}, pages={358–363} }
 @article{garofalo_drier_harper_timmerman_shockey_2000, title={Promoting appropriate uses of technology in mathematics teacher preparation}, volume={1}, number={1}, journal={Contemporary Issues in Technology and Teacher Education}, author={Garofalo, J. and Drier, H.S. and Harper, S.R. and Timmerman, M.A. and Shockey, T.}, year={2000}, pages={66–88} }
 @article{drier_2000, title={The Probability Explorer: A research-based microworld to enhance children's intuitive understandings of chance and data}, volume={22}, number={3-4}, journal={Focus on Learning Problems in Mathematics}, author={Drier, H.S.}, year={2000}, pages={165–178} }
 @article{drier_dawson_garofalo_2000, title={Using technology and real world connections to teach secondary mathematics concepts}, journal={ENC Focus: A Magazine for Classroom Innovators}, publisher={Eisenhower National Clearinghouse for Mathematics and Science Education}, author={Drier, H.S. and Dawson, K. and Garofalo, J.}, year={2000} }
 @article{drier_1999, title={Do vampires exist? Using spreadsheets to investigate a common folktale}, volume={27}, number={1}, journal={Learning and Leading with Technology}, author={Drier, H.S.}, year={1999}, pages={22–25} }
 @article{garofalo_shockey_harper_drier_1999, title={Impact project at Virginia: Promoting appropriate uses of technology in mathematics}, volume={25}, number={2}, journal={Virginia Mathematics Teacher}, author={Garofalo, J. and Shockey, T. and Harper, S.R. and Drier, H.S.}, year={1999}, pages={14–15} }
 @article{drier_lee_1999, title={Learning about climate: An exploration in geography and mathematics}, volume={12}, number={1}, journal={Social Studies and the Young Learner}, author={Drier, H.S. and Lee, J.K.}, year={1999}, pages={6–10} }
 @article{bull_bull_drier_1999, title={Mining the internet: Exploring data warehouses}, volume={26}, number={8}, journal={Learning and Leading with Technology}, author={Bull, G. and Bull, G. and Drier, H.S.}, year={1999}, pages={36–39} }
 @inproceedings{abramovich_drier_1999, title={Preparing K-12 mathematics teachers to use a spreadsheet as an instructional tool}, booktitle={Proceedings from the tenth international meeting of the Society for Informational Technology and Teacher Education}, author={Abramovich, S. and Drier, H.S.}, editor={Price, J. and Willis, J. and Willis, D. and Jost, M. and Boger-Mehall, S.Editors}, year={1999}, pages={950–954} }
 @inproceedings{abramovich_drier_dugdale_mochan_neuwirth_woodward_1999, title={Spreadsheets: A new form of educational software for school mathematics}, booktitle={Proceeding from the international meeting of Mathematics/Science Education and Technology}, author={Abramovich, S. and Drier, H.S. and Dugdale, S. and Mochan, S. and Neuwirth, E. and Woodward, J.}, editor={Thomas, D.Editor}, year={1999}, pages={390–395} }
 @article{drier_dawson_garofalo_1999, title={Technology, mathematics, and interdisciplinary connections: Not your typical math class}, volume={56}, number={5}, journal={Educational Leadership}, author={Drier, H.S. and Dawson, K. and Garofalo, J.}, year={1999}, pages={21–25} }
 @article{drier_1998, title={Do Vampires Really Exist?}, journal={Productivity in the Classroom}, publisher={Microsoft Corporation}, author={Drier, H.S.}, year={1998}, month={Sep}, pages={4} }
 @article{drier_1998, title={How are graphing calculators used in mathematics classrooms? Teachers' beliefs and practices}, volume={1}, journal={Curry Journal of Education}, author={Drier, H.S.}, year={1998}, pages={39–50} }
 @article{heinecke_drier_1998, title={Research for Better Classroom Practice and Policy}, volume={62}, ISSN={0013-1725 1938-8098}, url={http://dx.doi.org/10.1080/00131729808984354}, DOI={10.1080/00131729808984354}, number={3}, journal={The Educational Forum}, publisher={Informa UK Limited}, author={Heinecke, Walter F. and Drier, Hollylynne Stohl}, year={1998}, month={Sep}, pages={273–280} }
 @book{drier_1996, place={Williamsburg, VA}, title={Research Brief #3: The teaching and learning of algebra: Identifying the best practices}, institution={School-University Research Network}, author={Drier, H.S.}, year={1996} }