@article{mcculloch_lovett_dick_sherman_edgington_meagher_2020, title={Eliciting the coordination of preservice secondary mathematics teachers' definitions and concept images of function}, ISBN={1464-5211}, DOI={10.1080/0020739X.2020.1821107}, abstractNote={ABSTRACT Given the vast experiences pre-service mathematics teachers (PSMTs) have with functions, one may assume that they have existing personal definitions and concept images. The purpose of this paper is to build an understanding of the variety of images that one might associate with a definition of function that includes ‘for each input there is one output’ and how these images are coordinated with the definition to determine whether an object is a function or not. Two cases are presented to describe PSMTs who were working from the same personal definition of function, yet used that definition differently within a task designed around the function concept. The task itself was novel in that it is presented in a non-algebraic context, namely a vending machine. As such, PSMTs were required to coordinate their personal definition and images within the novel context. Attending to PSMTs’ concept images revealed that though they were working from the same personal definition, images they drew upon to determine whether or not an object is a function were varied.}, journal={INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY}, author={McCulloch, Allison W. and Lovett, Jennifer N. and Dick, Lara and Sherman, Milan and Edgington, Cyndi and Meagher, Michael}, year={2020} }
 @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{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} }
 @article{chandler_fortune_lovett_scherrer_2016, title={What should Common Core assessments measure?}, volume={97}, number={5}, journal={Phi Delta Kappan}, author={Chandler, K. and Fortune, N. and Lovett, J. N. and Scherrer, J.}, year={2016}, pages={60–63} }