@inbook{lovett_mcculloch_cayton_dick_hollebrands_lee_2023, title={Preparing Secondary Prospective Teachers to Teach Mathematics with Technology}, booktitle={Reflecting on the Past, Present, and Future: Paving the Way for the Future of Mathematics Teacher Education}, publisher={Association of Mathematics Teacher Educators}, author={Lovett, J. and McCulloch, A. and Cayton, C. and Dick, L. and Hollebrands, K. and Lee, H.}, editor={Benken, B.Editor}, year={2023} }
 @article{unal_hollebrands_mcculloch_scher_steketee_2022, title={Prospective High School Mathematics Teachers' Uses of Diagrams and Geometric Transformations While Reasoning about Geometric Proof Tasks}, volume={29}, ISSN={["2045-2519"]}, DOI={10.1564/tme_v29.1.02}, abstractNote={The purpose of this study was to examine prospective teachers’ uses of diagrams and approaches to congruence while solving proof tasks. Eight prospective high school mathematics teachers were given three proof tasks to solve at the beginning and end of a mathematics education course. The course used the history of mathematics as the context for assisting teachers in making connections between important mathematical ideas. A unit of instruction used technology-based activities to support a transformational approach to congruence. Analysis revealed that at the beginning of the course teachers approached congruence proofs using perceptual or correspondence approach and used a descriptive mode of interaction with diagrams. At the end of the course, their approaches to congruence included more instances of transformations and measures and their interactions with diagrams included fewer uses of the descriptive mode and more instances of representational, generative, and functional modes.}, number={1}, journal={INTERNATIONAL JOURNAL FOR TECHNOLOGY IN MATHEMATICS EDUCATION}, author={Unal, Deniz Ozen and Hollebrands, Karen and McCulloch, Allison and Scher, Daniel and Steketee, Scott}, year={2022}, pages={13–24} }
 @article{amedu_hollebrands_2022, title={Teachers' perceptions of using technology to teach mathematics during COVID-19 remote learning}, volume={11}, ISSN={["2014-3621"]}, url={https://doi.org/10.17583/redimat.8872}, DOI={10.17583/redimat.8872}, abstractNote={There are concerns that current remote learning efforts in response to COVID-19 may not be measuring up to the quality of classroom-based instruction. This study investigated two high school teachers’ perceptions of the issues surrounding teaching mathematics remotely and factors that contributed to their use of technology while teaching online. The results show that both teachers found teaching mathematics online more difficult compared to classroom-based instruction. The main concerns expressed by these teachers focused on the difficulty to receive feedback from students and limited student interaction. This made it difficult to assess students’ understanding during lessons. They also expressed concerns about the difficulty in implementing aspects of a task-based curriculum that relies heavily on classroom discourse and interaction; and the challenge of finding quality and usable resources for online instruction.  This study also identified several factors that influenced teachers’ use of technology during COVID-19 remote learning. Implications for teacher professional development, online instruction, and policy are discussed.
Keywords COVID-19 pandemic, remote learning, technology, perception, MVP curriculum, classroom-based instruction.}, number={1}, journal={REDIMAT-REVISTA DE INVESTIGACION EN DIDACTICA DE LAS MATEMATICAS}, author={Amedu, Jerome and Hollebrands, Karen}, year={2022}, pages={71–85} }
 @article{hollebrands_west_elrod_faulkner_2021, title={Considering Connections Across Research Questions, Data, Methods, and Claims}, volume={9}, DOI={10.5951/mte.2020.0084}, number={2}, journal={Mathematics Teacher Educator}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, Karen and West, Heather and Elrod, Emily and Faulkner, Valerie}, year={2021}, month={Feb}, pages={91–93} }
 @article{hollebrands_mcculloch_okumus_2021, title={Correction to: High School Students’ Use of Technology to Make Sense of Functions Within the Context of Geometric Transformations}, volume={7}, ISSN={2199-3246 2199-3254}, url={http://dx.doi.org/10.1007/s40751-021-00089-5}, DOI={10.1007/s40751-021-00089-5}, abstractNote={A Correction to this paper has been published: https://doi.org/10.1007/s40751-021-00089-5}, number={2}, journal={Digital Experiences in Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Hollebrands, Karen and McCulloch, Allison W. and Okumus, Samet}, year={2021}, month={Apr}, pages={337–337} }
 @article{faulkner_hollebrands_elrod_west_2021, title={Equity, Identity, and Power: Disrupting Neutrality Myths}, volume={9}, DOI={10.5951/mte.2021.0011}, number={3}, journal={Mathematics Teacher Educator}, publisher={National Council of Teachers of Mathematics}, author={Faulkner, Valerie and Hollebrands, Karen and Elrod, Emily and West, Heather}, year={2021}, month={Jun}, pages={163–167} }
 @article{hollebrands_west_faulkner_elrod_2021, title={From Dissertation to Publication in Mathematics Teacher Educator}, volume={10}, DOI={10.5951/mte.2021-0029}, abstractNote={In this editorial, we provide suggestions for authors who are preparing a manuscript for the Mathematics Teacher Educator journal that is based on a dissertation. We recommend that authors begin by examining their findings and identifying a focus that addresses a shared problem of practice for mathematics teacher educators. Authors should become familiar with the journal by reading editorials and related articles published in the journal. Finally, the Writing Tool can serve as a guide for preparing an outline for the manuscript, which can be shared with the editors and colleagues for feedback.}, number={1}, journal={Mathematics Teacher Educator}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, Karen and West, Heather and Faulkner, Valerie and Elrod, Emily}, year={2021}, month={Sep}, pages={3–8} }
 @article{hollebrands_mcculloch_okumus_2021, title={High School Students’ Use of Technology to Make Sense of Functions Within the Context of Geometric Transformations}, url={https://doi.org/10.1007/s40751-021-00085-9}, DOI={10.1007/s40751-021-00085-9}, journal={Digital Experiences in Mathematics Education}, author={Hollebrands, Karen and McCulloch, Allison W. and Okumus, Samet}, year={2021}, month={Aug} }
 @book{hollebrands_anderson_oliver_2021, series={Research in Mathematics Education}, title={Online Learning in Mathematics Education}, ISBN={9783030802295 9783030802301}, ISSN={2570-4729 2570-4737}, url={http://dx.doi.org/10.1007/978-3-030-80230-1}, DOI={10.1007/978-3-030-80230-1}, publisher={Springer International Publishing}, year={2021}, collection={Research in Mathematics Education} }
 @misc{scher_steketee_mcculloch_hollebrands_2020, title={A geometric approach to functions}, url={https://blogs.ams.org/matheducation/2020/06/15/a-geometric-approach-to-functions/}, journal={American Mathematics Society (AMS) Blog}, publisher={American Mathematics Society}, author={Scher, D. and Steketee, S. and McCulloch, A. and Hollebrands, K.}, year={2020} }
 @article{west_elrod_karen hollebrands_faulkner_2020, title={Analyzing Eight Years of Mathematics Teacher Educator Articles: Where We Were, Where We Are, and Where We Are Going}, volume={8}, DOI={10.5951/mte.2020.0045}, abstractNote={In this editorial, an analysis of articles published in the Mathematics Teacher Educator journal (MTE) from 2012 to 2020, which describes the knowledge base for mathematics teacher educators addressed by MTE authors, is presented. This analysis builds on similar work conducted four years ago (Bieda, 2016). These more recent findings demonstrate that articles focusing on teacher knowledge; mathematical content; student thinking and reasoning; and models of teacher preparation or in-service professional development (PD) have been the most frequently published in MTE. In contrast, a limited number of articles have focused on discourse; diversity, equity, and language; technology; and methods of research. This examination allows us to assess as a community where we were, where we are, and where we might go in the future.}, number={3}, journal={Mathematics Teacher Educator}, publisher={National Council of Teachers of Mathematics}, author={West, Heather and Elrod, Emily and Karen Hollebrands and Faulkner, Valerie}, year={2020}, month={Jun}, pages={83–87} }
 @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} }
 @inproceedings{bottomley_parry_hollebrands_2007, title={Community And Family Math Nights As A Vehicle For Mathematics Success}, url={http://dx.doi.org/10.18260/1-2--2393}, DOI={10.18260/1-2--2393}, abstractNote={Mathematics is an important basis for many aspects of the engineering curriculum, and, whether we like it or not, can also be a discouraging factor for students who would make excellent engineers. Many students whose parents did not themselves experience math success in school will be similarly burdened by a lack of support and understanding at home. In addition, mathematics curricula have changed and continue to change from those of the years that babyboomers were in elementary and middle school. Many parents are not well equipped to support their children in math classes, and mathematics attitudes and impressions are formed early, with the student (especially those from underrepresented groups) following the parents’ lead. This paper will describe the creation, implementation and assessment of successful community and family math nights, which to date have served over 3000 people. These events bring parents, students and teachers together with university engineering students and teachers to experience inquiry-oriented math lessons that reinforce both basic and critical thinking skills. The activities are fun for the kids and instructive for the parents and are meant to be done together with simple supplies. Parent workshops as well as detailed information on how to help their children solve problems and apply math are provided. Family Math Nights are designed and implemented to alleviate math anxiety, in part by having university students and professors working with the families as they explore the mathematics curriculum in grades K-8. At many community math nights, a large percentage of the parents in attendance had never before attended a school event.}, booktitle={2007 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Parry, Elizabeth and Hollebrands, Karen}, year={2007}, month={Sep} }
 @article{hollebrands_lee_2020, title={Effective design of massive open online courses for mathematics teachers to support their professional learning}, volume={52}, ISSN={1863-9690 1863-9704}, url={http://dx.doi.org/10.1007/s11858-020-01142-0}, DOI={10.1007/s11858-020-01142-0}, abstractNote={AbstractThree MOOCs for Educators (MOOC-Eds) were designed for mathematics and statistics teachers based on principles of effective online professional development that include: self-directed learning, learning from multiple voices, job-connected learning, and peer-supported learning (Kleiman et al., in: Kim (ed) Massive Open Online Courses: the MOOC Revolution, Routledge, New York, 2015). We examined how these design principles were enacted in the development of the MOOC-Eds and how they influenced the engagement of 5767 participants. We also analyzed opportunities the MOOC-Eds provided for participants to develop their knowledge of, beliefs about, and attitudes towards teaching mathematics and statistics. The Interconnected Model of Professional Growth (Clarke and Hollingsworth in Teach Teach Educ 18(8):947–967, 2002) was used to guide analysis of click data, discussion forum posts, and interviews to consider the ways in which elements of the external domain influenced the personal domain of participants. Evidence is presented to illustrate the enactment of design principles and their effects.}, 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} }
 @inproceedings{bottomley_hollebrands_parry_2006, title={How Does High School Mathematics Prepare Future Engineers?}, url={http://dx.doi.org/10.18260/1-2--1119}, DOI={10.18260/1-2--1119}, abstractNote={Laura Bottomley, North Carolina State University LAURA J. BOTTOMLEY is the Director of the Women in Engineering and Outreach Programs at North Carolina State University, co-owner of Science Surround, a science education business for children, and is serving as the Division Chair for 2005-2006 for the ASEE K-12 and Precollege Division. Dr. Bottomley received her Ph.D. in electrical engineering from North Carolina State University in 1992, and her MSEE and BSEE from Virginia Tech in 1984 and 1985, respectively. She has worked at AT&T Bell Labs and Duke University.}, booktitle={2006 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Bottomley, Laura and Hollebrands, Karen and Parry, Elizabeth}, year={2006}, month={Sep} }
 @article{elrod_west_karen f. hollebrands_faulkner_2020, title={Interventions, Tools, and Equity-Oriented Resources in the MTE Journal}, volume={9}, DOI={10.5951/mte.2020.0062}, abstractNote={The Mathematics Teacher Educator journal is co-sponsored by the National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators. In June, both organizations released statements that call for mathematics teachers and mathematics teacher educators (MTEs) to “engage in anti-racist and trauma-informed education in our daily practices as processes of learning and adjustments” (NCTM, 2020) and to “actively work to be anti-racist in our acts of teaching, research, and service” (AMTE, 2020). This editorial highlights equity-related interventions and tools that can be implemented by MTEs. We reiterate statements made by NCTM and AMTE, describe key features of interventions and tools, and share equity-related resources published in the journal for MTEs to use with teachers.}, number={1}, journal={Mathematics Teacher Educator}, publisher={National Council of Teachers of Mathematics}, author={Elrod, Emily and West, Heather and Karen F. Hollebrands and Faulkner, Valerie}, year={2020}, month={Sep}, pages={3–6} }
 @article{hollebrands_2019, title={Mathematics Teacher Educator: Looking Back and Looking Forward}, volume={8}, DOI={10.5951/mathteaceduc.8.1.0003}, abstractNote={In this editorial, I look back at what the Mathematics Teacher Educator journal has accomplished during its short existence. In particular, I examine how past editors and panelists have worked to clearly establish the unique identity of the journal. This clearly articulated vision has assisted in attracting well-aligned, high-quality manuscript submissions. It also provides educative scaffolds for authors, reviewers, and editors that have led to the publication of articles relevant to mathematics teacher educators. I then look forward to consider how we can harness the power of the internet to enrich readers' experiences with the journal. Many ways exist for an online journal to capitalize on technology to communicate, interact, and connect.}, number={1}, journal={Mathematics Teacher Educator}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, Karen}, year={2019}, month={Sep}, pages={3–6} }
 @article{okumus_hollebrands_2019, title={Middle school students’ employments of gestures for forming three-dimensional objects using an extrusion or spinning method}, volume={56}, ISSN={0732-3123}, url={http://dx.doi.org/10.1016/j.jmathb.2019.100737}, DOI={10.1016/j.jmathb.2019.100737}, abstractNote={This case study addresses how middle school students use gestures concomitant with verbal expressions to relate the features of two- and three-dimensional objects. Eight students (five girls and three boys) participated in the study. Students (12–14 years old) used hands-on manipulatives and a dynamic geometry program, Cabri 3D, to form three-dimensional objects from two-dimensional figures using extrusion or spinning. Students used gestures to describe missing elements of three-dimensional objects that were not represented in the tools. During the extrusion activities, students’ pointwise and objectwise gestures provided a visual representation for the edges and lateral faces/surfaces of three-dimensional objects. During the spinning activities, some students had difficulty relating the features of two- and three-dimensional objects. Some students employed gestures accompanied by verbal expressions to demonstrate the circular and continuous motion of spinning as well as to represent the lateral surfaces of three-dimensional objects. These gestures stood for the missing (unrepresented) elements of three-dimensional objects in hands-on manipulatives and Cabri 3D when students formed three-dimensional objects using an extrusion or spinning method.}, journal={The Journal of Mathematical Behavior}, publisher={Elsevier BV}, author={Okumus, Samet and Hollebrands, Karen}, year={2019}, month={Dec}, pages={100737} }
 @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} }
 @article{hollebrands_mojica_outlaw_2018, title={Teachers' analysis of student thinking in a Teaching Mathematics with Technology Massive Open Online Course for Educators}, volume={26}, number={4}, journal={Journal of Technology and Teacher Education}, author={Hollebrands, K. and Mojica, G. and Outlaw, B.}, year={2018}, pages={587–612} }
 @article{trocki_hollebrands_2018, title={The Development of a Framework for Assessing Dynamic Geometry Task Quality}, volume={4}, ISSN={2199-3246 2199-3254}, url={http://dx.doi.org/10.1007/S40751-018-0041-8}, DOI={10.1007/S40751-018-0041-8}, number={2-3}, journal={Digital Experiences in Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Trocki, Aaron and Hollebrands, Karen}, year={2018}, month={May}, pages={110–138} }
 @article{barcelos amaral_hollebrands_2017, title={An analysis of context-based similarity tasks in textbooks from Brazil and the United States}, volume={48}, ISSN={0020-739X 1464-5211}, url={http://dx.doi.org/10.1080/0020739X.2017.1315188}, DOI={10.1080/0020739X.2017.1315188}, abstractNote={ABSTRACT Three textbooks from Brazil and three textbooks from the United States were analysed with a focus on similarity and context-based tasks. Students’ opportunities to learn similarity were examined by considering whether students were provided context-based tasks of high cognitive demand and whether those tasks included missing or superfluous information. Although books in the United States included more tasks, the proportion of tasks focused on similarity were about the same. Context-based similarity tasks accounted for 9%–29% of the similarity tasks, and many of these contextual tasks were of low cognitive demand. In addition, the types of contexts that were included in the textbooks were critiqued and examples provided.}, number={8}, journal={International Journal of Mathematical Education in Science and Technology}, publisher={Informa UK Limited}, author={Barcelos Amaral, Rúbia and Hollebrands, Karen}, year={2017}, month={May}, pages={1166–1184} }
 @article{hollebrands_okumus_2017, title={Prospective Mathematics Teachers’ Processes for Solving Optimization Problems Using Cabri 3D}, volume={3}, ISSN={2199-3246 2199-3254}, url={http://dx.doi.org/10.1007/S40751-017-0033-0}, DOI={10.1007/S40751-017-0033-0}, number={3}, journal={Digital Experiences in Mathematics Education}, publisher={Springer Nature}, author={Hollebrands, Karen and Okumus, Samet}, year={2017}, month={Mar}, pages={206–232} }
 @article{hollebrands_okumuş_2018, title={Secondary mathematics teachers’ instrumental integration in technology-rich geometry classrooms}, volume={49}, ISSN={0732-3123}, url={http://dx.doi.org/10.1016/j.jmathb.2017.10.003}, DOI={10.1016/j.jmathb.2017.10.003}, abstractNote={Instrumental genesis, a psychological construct that describes the process of how an artifact becomes an instrument, illuminates the ways technological tools support mathematics learning. Teachers have vital roles in designing suitable tasks, assisting students in making connections between their work with the artifact and the mathematics they are learning, and making careful teaching moves in organizing instrumental genesis. The current study examines secondary mathematics teachers' instrumental integration when they utilize student-created dynamic geometry sketches in technology-rich classrooms. The results demonstrate that some teachers view moments when students experienced technological or mathematical confusion as an opportunity for mathematical learning while other teachers maintained a focus on technology. Implications for future research are provided.}, journal={The Journal of Mathematical Behavior}, publisher={Elsevier BV}, author={Hollebrands, Karen and Okumuş, Samet}, year={2018}, month={Mar}, pages={82–94} }
 @article{hollebrands_okumus_2017, title={Tools and Mathematics: Instruments for Learning}, volume={48}, ISSN={["1945-2306"]}, DOI={10.5951/jresematheduc.48.5.0580}, abstractNote={In Tools and Mathematics: Instruments for Learning, authors John Monaghan, Luc Trouche, and Jonathan M. Borwein devote 19 chapters, divided into four parts, to portraying various issues and developments related to tools, artefacts, and instruments with a focus on theoretical approaches. They present different theories, highlight how they relate to the use of tools in mathematics, and envisage future issues and trends. Chapters 6 and 11 appear at the end of Parts I and II, respectively. These chapters take the form of a dialogue between the three authors and include Richard Noss, who contributes his thoughts about the issues presented in each part. The authors provide an interlude in Chapter 16 and reflect on the future as it relates to the use of tools in the teaching and learning of mathematics.}, number={5}, journal={JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION}, author={Hollebrands, Karen F. and Okumus, Samet}, year={2017}, month={Nov}, pages={580–584} }
 @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} }
 @misc{niess_driskell_hollebrands_2016, title={Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age}, ISBN={9781522501206 9781522501213}, ISSN={2327-6983 2327-6991}, url={http://dx.doi.org/10.4018/978-1-5225-0120-6}, DOI={10.4018/978-1-5225-0120-6}, journal={Advances in Higher Education and Professional Development}, publisher={IGI Global}, year={2016} }
 @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, K. and McCulloch, A. and Lee, H.S.}, editor={Niess, M. and Driskell, S. and Hollebrands, K.Editors}, year={2016}, pages={272–292} }
 @inbook{hollebrands_mcculloch_lee_2016, title={The design and implementation of a curriculum for preparing teachers to teach secondary mathematics using technology}, booktitle={Handbook of Research on Tranforming Mathematics Teacher Education in the Digital Age}, publisher={IGI Global}, author={Hollebrands, K. and McCulloch, A. and Lee, H.S.}, editor={Niess, M. and Driskell, S. and Hollebrands, K.Editors}, year={2016} }
 @article{okumuş_lewis_wiebe_hollebrands_2016, title={Utility and usability as factors influencing teacher decisions about software integration}, volume={64}, ISSN={1042-1629 1556-6501}, url={http://dx.doi.org/10.1007/s11423-016-9455-4}, DOI={10.1007/s11423-016-9455-4}, number={6}, journal={Educational Technology Research and Development}, publisher={Springer Science and Business Media LLC}, author={Okumuş, Samet and Lewis, Lindsey and Wiebe, Eric and Hollebrands, Karen}, year={2016}, month={Jun}, pages={1227–1249} }
 @article{cayton_hollebrands_okumus_boehm_2017, title={Pivotal teaching moments in technology-intensive secondary geometry classrooms}, volume={20}, ISSN={["1573-1820"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84939452614&partnerID=MN8TOARS}, DOI={10.1007/s10857-015-9314-y}, number={1}, journal={JOURNAL OF MATHEMATICS TEACHER EDUCATION}, author={Cayton, Charity and Hollebrands, Karen and Okumus, Samet and Boehm, Ethan}, year={2017}, month={Feb}, pages={75–100} }
 @article{lee_spires_wiebe_hollebrands_young_2015, title={Portraits of one-to-one learning environments in a new learning ecology}, volume={10}, number={3}, journal={International Journal of Learning, Teaching, and Educational Research}, author={Lee, J. and Spires, H. and Wiebe, E. and Hollebrands, K. and Young, C.}, year={2015}, month={Mar}, pages={78–101} }
 @article{hollebrands_2015, title={Reasoning in a dynamic animation environment}, volume={10}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84937034996&partnerID=MN8TOARS}, number={3}, journal={Constructivist Foundations}, author={Hollebrands, K.F.}, year={2015}, pages={350–351} }
 @inbook{hollebrands_2015, place={Reston, VA}, title={Using a Dynamic Software Program for High School Geometry: A Look at Strategies Students Employ}, volume={1}, ISBN={9780873536875}, booktitle={More Lessons Learned from Research}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, K.F.}, editor={Silver, In E. and Kenney, P.Editors}, year={2015}, pages={203–212} }
 @article{lesh_chval_hollebrands_konold_stephan_walker_wanko_2014, title={The NCTM Research Presession: A brief history and reflection}, volume={45}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84897843543&partnerID=MN8TOARS}, DOI={10.5951/jresematheduc.45.2.0157}, abstractNote={For roughly 35 years, the NCTM Research Presession has been held 1 or 2 days prior to the NCTM Annual Conference—hence the wordpresession. Beginning with the 2014 meeting in New Orleans, the NCTM Research Presession will be rebranded as the NCTM Research Conference. This change of name is intended to emphasize the critical role that research should play in our efforts to improve mathematics education. The NCTM Research Committee thought this an appropriate occasion to invite Richard Lesh, who was instrumental in the founding of the Research Presession, to join the members of the current Research Committee in reflecting on its formation, the hopes he and other kindred spirits had in mind when they started it, and the current state and future of research in our field.}, number={2}, journal={Journal for Research in Mathematics Education}, author={Lesh, R. and Chval, K.B. and Hollebrands, Karen and Konold, C. and Stephan, M. and Walker, E.N. and Wanko, J.J.}, year={2014}, pages={157–172} }
 @article{new assessments for new standards: the potential transformation of mathematics education and its research implications_2013, volume={44}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84875479459&partnerID=MN8TOARS}, DOI={10.5951/jresematheduc.44.2.0340}, abstractNote={During the past 2 decades, significant changes in mathematics curriculum standards and policies have brought greater attention to assessment instruments, practices, purposes, and results. In moving toward stronger accountability, the No Child Left Behind Act (NCLB) of 2001 (NCLB, 2002) mandates that school districts receiving funding under NCLB formulate and disseminate annual local report cards that include information on how students and each school in the district performed on state assessments. This mandate has not only facilitated a growth in state testing (Wilson, 2007) but also influenced the teaching of mathematics (Seeley, 2006). More recently, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) crafted and launched the Common Core State Standards for Mathematics (NGA Center & CCSSO, 2010), which have been formally adopted by the vast majority of U.S. states and territories. The Common Core State Standards for Mathematics (CCSSM) specifies standards for mathematical content by grade in K–8 and by conceptual categories at the secondary level and identifies key Standards for Mathematical Practice that should be present in K–12 instruction. The CCSSM represents an unprecedented initiative to raise academic standards in school mathematics that will inevitably influence the development of curriculum materials, teaching, and assessment practices.}, number={2}, journal={Journal for Research in Mathematics Education}, year={2013}, pages={340–352} }
 @article{tarr_berry_walker_rasmussen_hollebrands_konold_chval_king_2013, title={New assessments for new standards: The potential transformation of mathematics education and its research implications}, volume={44}, number={2}, journal={Journal for Research in Mathematics Education}, author={Tarr, J. E. and Berry, R. Q. and Walker, E. N. and Rasmussen, C. L. and Hollebrands, K. F. and Konold, C. and Chval, K. B. and King, K.}, year={2013}, pages={340–352} }
 @article{dove_hollenbrands_2013, title={Teachers’ scaffolding of students’ learning of geometry while using a dynamic geometry program}, volume={45}, ISSN={0020-739X 1464-5211}, url={http://dx.doi.org/10.1080/0020739x.2013.868540}, DOI={10.1080/0020739x.2013.868540}, abstractNote={This study examined the scaffolds that three high school mathematics teachers provided to their geometry students as they used technology to explore geometric ideas. Teachers often used structured activities using a dynamic geometry program and provided significant emotive feedback while students worked through the tasks. This provided opportunities for students to look, touch, verbalize and build geometrical representations individually and as a group.}, number={5}, journal={International Journal of Mathematical Education in Science and Technology}, publisher={Informa UK Limited}, author={Dove, Anthony and Hollenbrands, Karen}, year={2013}, month={Dec}, pages={668–681} }
 @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} }
 @article{heck_tarr_hollebrands_walker_berry_baltzley_rasmussen_king_2012, title={Reporting research for practitioners: Proposed guidelines}, volume={43}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84859062926&partnerID=MN8TOARS}, DOI={10.5951/jresematheduc.43.2.0126}, abstractNote={The National Council of Teachers of Mathematics (NCTM) espouses priorities to foster stronger linkages between mathematics education research and teaching practice. Of the five foundational priorities, one is directly focused on research, indicating NCTM's commitment to “ensure that sound research is integrated into all activities of the Council” (NCTM, n.d.). Another priority specifically references the relationship between research and mathematics teaching; the priority on curriculum, instruction, and assessment states that NCTM pledges to “Provide guidance and resources for developing and implementing mathematics curriculum, instruction, and assessment that are coherent, focused, well-articulated, and consistent with research in the field [emphasis added], and focused on increasing student learning” (NCTM, n.d.).}, number={2}, journal={Journal for Research in Mathematics Education}, author={Heck, D.J. and Tarr, J.E. and Hollebrands, Karen and Walker, E.N. and Berry, R.Q. and Baltzley, P.C. and Rasmussen, C.L. and King, K.D.}, year={2012}, pages={126–143} }
 @article{spires_wiebe_young_hollebrands_lee_2012, title={Toward a New Learning Ecology: Professional Development for Teachers in 1:1 Learning Environments}, volume={12}, number={2}, journal={Contemporary Issues in Technology and Teacher Education}, author={Spires, H. and Wiebe, E. and Young, C. and Hollebrands, K. and Lee, J.K.}, year={2012}, pages={63–72} }
 @inbook{lee_hollebrands_2011, title={Characterising and Developing Teachers’ Knowledge for Teaching Statistics with Technology}, volume={14}, ISBN={9789400711303 9789400711310}, ISSN={1387-6872}, url={http://dx.doi.org/10.1007/978-94-007-1131-0_34}, DOI={10.1007/978-94-007-1131-0_34}, abstractNote={Developing the pedagogical expertise needed to effectively engage students in learning statistics with technology requires teachers to have a depth of knowledge about statistics, technological tools for exploring statistical ideas, and of pedagogical issues related to teaching and learning statistics with technology. In this chapter, a framework for a specialised knowledge that is called technological pedagogical statistical knowledge (TPSK) is presented and examples of how aspects of this type of knowledge may assist a teacher are provided. Implications for training teachers are described.}, booktitle={Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education}, publisher={Springer Netherlands}, author={Lee, Hollylynne S. and Hollebrands, Karen F.}, year={2011}, pages={359–369} }
 @book{dick_hollebrands_2011, place={Reston, VA}, title={Focus in high school mathematics:Technology to support reasoning and sense making}, publisher={National Council of Teachers of Mathematics}, year={2011} }
 @inbook{cohen_hollebrands_2011, place={Reston, VA}, title={Teaching with Technology Tools}, booktitle={Focus on Reasoning and Sense Making; Technology}, publisher={National Council of Teachers of Mathematics}, author={Cohen, J. and Hollebrands, K.}, editor={Dick, T. and Hollebrands, K.Editors}, year={2011}, pages={105–122} }
 @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} }
 @inbook{hollebrands_dove_2011, place={Reston, VA}, title={Using Technology to Engage in Reasoning and Sense-Making Activities in Geometry}, booktitle={Focus on Reasoning and Sense Making Technology}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, K. and Dove, A.}, editor={Dick, T. and Hollebrands, K.Editors}, year={2011}, pages={33–52} }
 @article{starling_hollebrands_2010, title={Activities for Students: Investigating Star Polygons}, volume={103}, DOI={10.5951/MT.103.7.0525}, abstractNote={With the geometry curriculum already packed with content, who has time to introduce anything new? Many students already have difficulty with regular polygons to begin with—wouldn't an additional topic for polygons be adding fuel to the fire? Perhaps. However, if activities are carefully chosen, students can actively review prerequisite skills as well as benefit from being asked to think critically in a new way.}, number={7}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Starling, T. and Hollebrands, K.}, year={2010}, month={Mar}, pages={525–534} }
 @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. and Hollebrands, K.}, year={2010}, pages={6–11} }
 @inproceedings{hollebrands_smith_albers_parry_bottomley_2010, title={Attitudes towards and support provided for mathematics learning reported by parents of students involved in a GK-12 program}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029106995&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Hollebrands, K. and Smith, R. and Albers, L. and Parry, E. and Bottomley, L.}, year={2010} }
 @inbook{lee_ives_starling_hollebrands_2010, title={Knowledge for teaching statistics with technology: Examining mathematics teacher educators’ planning}, booktitle={Association of Mathematics Teacher Educators Monograph VII: Mathematics Teaching: Putting Research into Practice at all Levels}, publisher={Association of Mathematics Teacher Educators}, author={Lee, H. and Ives, S. and Starling, T. and Hollebrands, K.}, editor={Lott, J. and Luebeck, J.Editors}, year={2010}, pages={7–24} }
 @article{hollebrands_conner_smith_2010, title={The Nature of Arguments Provided by College Geometry Students With Access to Technology While Solving Problems}, volume={41}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77954718640&partnerID=MN8TOARS}, DOI={10.5951/jresematheduc.41.4.0324}, abstractNote={Prior research on students' uses of technology in the context of Euclidean geometry has suggested it can be used to support students' development of formal justifications and proofs. This study examined the ways in which students used a dynamic geometry tool, NonEuclid, as they constructed arguments about geometric objects and relationships in hyperbolic geometry. Eight students enrolled in a college geometry course participated in a task-based interview that was focused on examining properties of quadrilaterals in the Poincaré disk model. Toulmin's argumentation model was used to analyze the nature of the arguments students provided when they had access to technology while solving the problems. Three themes related to the structure of students' arguments were identified. These involved the explicitness of warrants provided, uses of technology, and types of tasks.}, number={4}, journal={Journal for Research in Mathematics Education}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, Karen F. and Conner, AnnaMarie and Smith, Ryan C.}, year={2010}, month={Jul}, pages={324–350} }
 @inproceedings{albers_lindsay_hemric_tucker_bottomley_hollebrands_parry_2010, title={The impact of active learning during out-of-school time (OST) Energy Clubs on elementary school students}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029090532&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Albers, L. and Lindsay, K. and Hemric, J. and Tucker, J. and Bottomley, L. and Hollebrands, K. and Parry, E.}, year={2010} }
 @inproceedings{smith_hollebrands_parry_bottomley_smith_albers_2009, title={The effects of a GK-12 program on students' achievement in and beliefs about mathematics}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029093589&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Smith, R. and Hollebrands, K. and Parry, E. and Bottomley, L. and Smith, A. and Albers, L.}, year={2009} }
 @inbook{hollebrands_smith_2009, place={Reston, VA}, title={The impact of dynamic geometry software on secondary students’ learning of geometry: Implications from research}, booktitle={NCTM 2009 Yearbook: Understanding Geometry for a Changing World}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, K. and Smith, R.}, editor={Craine, T. and Rubenstein, R.Editors}, year={2009}, pages={221–232} }
 @inbook{zbiek_hollebrands_2008, place={Greenwich, CT}, title={A research-informed view of the process of incorporating mathematics technology into classroom practice by inservice and prospective teachers}, booktitle={Handbook of Research on Technology in the Learning and Teaching of Mathematics: Syntheses and Perspectives}, publisher={Information Age}, author={Zbiek, R. and Hollebrands, K.}, editor={Heid, M.K. and Blume, G.Editors}, year={2008}, pages={287–344} }
 @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. and Hollebrands, K.}, year={2008}, pages={326–341} }
 @inbook{hollebrands_laborde_straesser_2008, place={Greenwich, CT}, title={The learning of geometry with technology at the secondary level}, booktitle={Handbook of Research on Technology in the Learning and Teaching of Mathematics: Syntheses and Perspectives}, publisher={Information Age}, author={Hollebrands, K. and Laborde, C. and Straesser, R.}, editor={Heid, M.K. and Blume, G.Editors}, year={2008}, pages={155–206} }
 @inproceedings{bottomley_parry_hollebrands_2007, title={Community and family math nights as a vehicle for mathematics success}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029033596&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Bottomley, L. and Parry, E. and Hollebrands, K.}, year={2007} }
 @article{hollebrands_2007, title={The role of a dynamic software program for geometry in the strategies high school mathematics students employ}, volume={38}, ISSN={["0021-8251"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-33947376552&partnerID=MN8TOARS}, DOI={10.2307/30034955}, abstractNote={This study investigated the ways in which the technological tool, The Geometer's Sketchpad, mediated the understandings that high school Honors Geometry students developed about geometric transformations by focusing on their uses of technological affordances and the ways in which they interpreted technological results in terms of figure and drawing. The researcher identified different purposes for which students used dragging and different purposes for which students used measures. These purposes appeared to be influenced by students' mathematical understandings that were reflected in how they reasoned about the physical representations, the types of abstractions they made, and the reactive or proactive strategies employed.}, number={2}, journal={JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION}, author={Hollebrands, Karen F.}, year={2007}, month={Mar}, pages={164–192} }
 @inproceedings{bottomley_hollebrands_parry_2006, title={How does high school mathematics prepare future engineers?}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029119236&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Bottomley, L. and Hollebrands, K. and Parry, E.}, 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} }
 @inbook{laborde_kynigos_hollebrands_strässer_2006, title={Teaching and Learning Geometry with Technology}, ISBN={9789087901127 9789087901127 9789077874660 9789077874660}, url={http://dx.doi.org/10.1163/9789087901127_011}, DOI={10.1163/9789087901127_011}, booktitle={Handbook of Research on the Psychology of Mathematics Education}, publisher={Brill | Sense}, author={Laborde, Colette and Kynigos, Chronis and Hollebrands, Karen and Strässer, Rudolf}, year={2006}, month={Jan} }
 @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} }
 @article{hollebrands_2004, title={Connecting Research to Teaching: High School Students' Intuitive Understandings of Geometric Transformations}, volume={97}, DOI={10.5951/mt.97.3.0207}, abstractNote={Before designing, selecting, or implementing a lesson, understanding the knowledge that your students already have (or do not have) is helpful, regardless of the topic that you are teaching. When I began to teach geometric transformations to a class of tenth-grade honors geometry students, I attempted to assess their knowledge. What I learned about these students' initial understandings of geometric transformations was surprising, as well as extremely useful for planning instruction. Knowing in advance the difficulties that students may experience when learning new mathematical concepts and skills can help prepare teachers for the classroom.}, number={3}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, K.}, year={2004}, pages={207–214} }
 @inbook{hollebrands_zbiek_2004, place={Reston, VA}, title={Teaching mathematics with technology: An evidence-based road map for the journey}, booktitle={Sixty-sixth Yearbook: Perspectives on the Teaching of Mathematics}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, K. and Zbiek, R.}, editor={Rubenstein, R. and Bright, G.Editors}, year={2004}, pages={259–270} }
 @article{hollebrands_stohl_2004, title={Tech Time: April 2004}, volume={97}, DOI={10.5951/mt.97.4.0294}, abstractNote={AS MANY OF YOU PREPARE YOUR STUDENTS FOR ENDof-year examinations, you spend time creating review sheets and sample assessments. For this month's “Technology Tip,” Jeff Suzuki introduces readers to a powerful use of word processing and spreadsheet software that can help teachers design individualized worksheets and assessments. Jeff provides directions for using a function called Mail Merge in Microsoft Office. Although most productivity software groups (for example, ClarisWorks, Microsoft Works, and Office XP) have this type of merging function, the directions given in this “Technology Tip” are specific to Microsoft Office 2000. The process may be used with any software that has mail-merge capabilities and that allows a spreadsheet data file as input.}, number={4}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, Karen Flanagan and Stohl, Hollylynne}, year={2004}, month={Apr}, pages={294–298} }
 @article{hollebrands_stohl_2004, title={Technology Tips: February 2004}, volume={97}, DOI={10.5951/mt.97.2.0152}, abstractNote={This month's “Technology Tips” introduces readers to a powerful teacher-productivity tool. Mathematics teachers have needed inexpensive, easy-to-use software that allows them to create electronic documents that contain multiple representations. One such software package is TI-Interactive! (version 1.1, Texas Instruments, 2002). TI-Interactive is a word-processing tool that combines the features of a graphing calculator with the flexibility of a word-processing program, an equation editor, and a computer algebra system. This software tool gives mathematics teachers the power to create, modify, and share textbook-quality graphics and symbols. This “Technology Tip,” written by Robin L. Rider, is meant to introduce some of the commonly used features of the software. Future “Technology Tips” will explore more advanced features.}, number={2}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, Karen Flanagan and Stohl, Hollylynne}, year={2004}, month={Feb}, pages={152–155} }
 @article{hollebrands_stohl_2004, title={Technology Tips: January 2004}, volume={97}, DOI={10.5951/mt.97.1.0068}, abstractNote={This month, we provide an example of a rich mathematical task that leads to many different connections. The task was posed to a class of high school seniors who were using a dynamic program for geometry called Cabri Geometry II. This tip includes directions for creating this problem with technology and suggestions for exploring it. The Cabri II software is available for Macintosh and PC computers from www.cabrilog.com/en or education.ti.com. It is also available for several different Texas Instruments calculators (TI-83 Plus, TI-83 Plus Silver, Voyage 200, TI-89, and TI-92 Plus). The program is similar to The Geometer's Sketchpad, and users who are familiar with The Geometer's Sketchpad should be able to easily adapt this task to use with it.}, number={1}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, Karen Flanagan and Stohl, Hollylynne}, year={2004}, month={Jan}, pages={68–72} }
 @article{hollebrands_stohl_2004, title={Technology Tips: May 2004}, volume={97}, DOI={10.5951/mt.97.5.0372}, abstractNote={IN THIS MONTH'S “TECHNOLOGY TIPS,” MARY ANN Connors introduces readers to the use of scripts on the TI-89, TI-92, TI-92 Plus, or Voyage 200 calculators. She demonstrates how teachers can create scripts to be used either during a whole-class calculator demonstration or by students while they engage in a mathematical exploration.}, number={5}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Hollebrands, Karen Flanagan and Stohl, Hollylynne}, year={2004}, month={May}, pages={372–378} }
 @article{hollebrands_2003, title={High school students’ understandings of geometric transformations in the context of a technological environment}, volume={22}, ISSN={0732-3123}, url={http://dx.doi.org/10.1016/s0732-3123(03)00004-x}, DOI={10.1016/s0732-3123(03)00004-x}, abstractNote={This study investigated the nature of students’ understandings of geometric transformations, which included translations, reflections, rotations, and dilations, in the context of the technological tool, The Geometer’s Sketchpad. The researcher implemented a seven-week instructional unit on geometric transformations within an Honors Geometry class. Students’ conceptions of transformations as functions were analyzed using the APOS theory and were informed by an analysis of students’ interpretations and uses of representations of geometrical objects using the constructs of drawing and figure. The analysis suggests students’ understandings of key concepts including domain, variables and parameters, and relationships and properties of transformations were critical for supporting the development of deeper understandings of transformations as functions.}, number={1}, journal={The Journal of Mathematical Behavior}, publisher={Elsevier BV}, author={Hollebrands, Karen F}, year={2003}, pages={55–72} }
 @article{hollenbrands_stohl_2003, title={Tech Tips: 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={Hollenbrands, K. and Stohl, H.}, year={2003}, month={Sep}, pages={452–456} }
 @article{hollenbrands_stohl_2003, title={Tech Tips: The use of spreadsheets for creating a parameter exploration of a linear function}, volume={96}, ISSN={0025-5769 2330-0582}, url={http://dx.doi.org/10.5951/mt.96.7.0516}, DOI={10.5951/mt.96.7.0516}, abstractNote={“TECHNOLOGY TIPS” in the September 2003 issue of the Mathematics Teacher demonstrated how to create a table of values and graph of a function in Excel where the function rule is based on parameters that can be changed. It showed how to use Excel to create an exploration of the parameters of a linear function with rule f (x) = ax + b. This month, we demonstrate how to add interactivity to parameter explorations of linear functions with Excel and The Geometer's Sketchpad (Jackiw 2001). We show how to insert sliders in Excel to control the values of the parameters and show how to create a similar investigation using Version 4 of The Geometer's Sketchpad. The “Surfing Note” this month is www.ExploreMath.com. This Web site includes a variety of interactive activities, lesson plans, and free course Web pages for teachers.}, number={7}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Hollenbrands, K. and Stohl, H.}, year={2003}, month={Oct}, pages={516–519} }
 @article{gosse_hollebrands_2003, title={Technology Tips: April 2003}, volume={96}, DOI={10.5951/mt.96.4.0292}, abstractNote={This month's tip centers on an alternative view of functions. Instead of perpendicular axes for domain and range, we explore parallel axes. This idea has been around for a while (see the references in Bridger and Bridger ([2001] and in the “Surfing Note”), but we hope to breathe new life into this fascinating representation of functions with two easy-to-use programs for the TI-83 Plus. We provide an introduction to mapping diagrams (also called function diagrams) and the code for one program to produce them using the TI-83 Plus. Information about the second program will be given in “Technology Tips” in May. Both programs are available electronically, so users do not have to type the programs into their calculators.}, number={4}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Gosse, Paul and Hollebrands, Karen Flanagan}, year={2003}, month={Apr}, pages={292–298} }
 @article{gosse_hollebrands_2003, title={Technology Tips: February 2003}, volume={96}, DOI={10.5951/mt.96.2.0148}, abstractNote={This month's column sees a return to dynamic geometry. Daniel Scher presents a “proof,” which he claims is rigorous, of why the midpoints of the sides of a quadrilateral, joined in order, produce a parallelogram. Do you agree? Our second tip is a worthwhile introductory activity for any group new to a particular technology. Susan Hvizdos challenges us with a TI-83 Plus Scavenger Hunt.}, number={2}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Gosse, Paul and Hollebrands, Karen Flanagan}, year={2003}, month={Feb}, pages={148–151} }
 @article{heid_blume_hollebrands_piez_2002, title={Computer Algebra Systems in Mathematics Instruction: Implications from Research}, volume={95}, number={8}, journal={Mathematics Teacher}, author={Heid, M.K. and Blume, G.W. and Hollebrands, K.F. and Piez, C.}, year={2002}, month={Nov}, pages={586–591} }
 @article{heid_hollebrands_iseri_2002, title={Reasoning and Justification, with Examples from Technological Environments}, volume={95}, number={3}, journal={Mathematics Teacher}, author={Heid, M.K. and Hollebrands, K.F. and Iseri, L.W.}, year={2002}, month={Mar}, pages={210–216} }
 @article{kerr_hollebrands_2002, title={Technology Tip: Using a CAS for Comparing Two Algebraic Expressions}, volume={95}, DOI={10.5951/MT.95.8.0646}, number={8}, journal={Mathematics Teacher}, author={Kerr, M. and Hollebrands, K.}, year={2002}, month={Nov}, pages={646–652} }
 @article{hollenbrands_2001, title={Math Stuff. Book Review}, volume={94}, ISSN={0025-5769 2330-0582}, url={http://dx.doi.org/10.5951/mt.94.9.0794}, DOI={10.5951/mt.94.9.0794}, number={9}, journal={The Mathematics Teacher}, publisher={National Council of Teachers of Mathematics}, author={Hollenbrands, K.}, year={2001}, month={Dec}, pages={794–795} }
 @inbook{flanagan_kerr_1998, place={University Park, PA}, title={Making connections: The isosceles triangle and the TI-92}, booktitle={The Pennsylvania Council of Teachers 1997 Annual Yearbook}, publisher={Pennsylvania State University}, author={Flanagan, K. and Kerr, K.}, editor={Heid, M.K. and Blume, G.Editors}, year={1998}, pages={67–74} }
 @article{heid_blume_flanagan_iseri_kerr_1998, title={The impact of CAS on nonroutine problem-solving by mathematics students}, volume={5}, number={9}, journal={The International Journal of Computer Algebra in Mathematics Education}, author={Heid, M.K. and Blume, G. and Flanagan, K. and Iseri, L. and Kerr, K.}, year={1998}, pages={217–249} }