Karen Hollebrands

Lovett, J., McCulloch, A., Cayton, C., Dick, L., Hollebrands, K., & Lee, H. (2023). Preparing Secondary Prospective Teachers to Teach Mathematics with Technology. In B. Benken (Ed.), Reflecting on the Past, Present, and Future: Paving the Way for the Future of Mathematics Teacher Education. Association of Mathematics Teacher Educators.

Unal, D. O., Hollebrands, K., McCulloch, A., Scher, D., & Steketee, S. (2022). Prospective High School Mathematics Teachers' Uses of Diagrams and Geometric Transformations While Reasoning about Geometric Proof Tasks. INTERNATIONAL JOURNAL FOR TECHNOLOGY IN MATHEMATICS EDUCATION, 29(1), 13–24. https://doi.org/10.1564/tme_v29.1.02

Amedu, J., & Hollebrands, K. (2022). Teachers' perceptions of using technology to teach mathematics during COVID-19 remote learning. REDIMAT-REVISTA DE INVESTIGACION EN DIDACTICA DE LAS MATEMATICAS, 11(1), 71–85. https://doi.org/10.17583/redimat.8872

Hollebrands, K., West, H., Elrod, E., & Faulkner, V. (2021). Considering Connections Across Research Questions, Data, Methods, and Claims. Mathematics Teacher Educator, 9(2), 91–93. https://doi.org/10.5951/mte.2020.0084

Hollebrands, K., McCulloch, A. W., & Okumus, S. (2021). Correction to: High School Students’ Use of Technology to Make Sense of Functions Within the Context of Geometric Transformations. Digital Experiences in Mathematics Education, 7(2), 337–337. https://doi.org/10.1007/s40751-021-00089-5

Faulkner, V., Hollebrands, K., Elrod, E., & West, H. (2021). Equity, Identity, and Power: Disrupting Neutrality Myths. Mathematics Teacher Educator, 9(3), 163–167. https://doi.org/10.5951/mte.2021.0011

Hollebrands, K., West, H., Faulkner, V., & Elrod, E. (2021). From Dissertation to Publication in Mathematics Teacher Educator. Mathematics Teacher Educator, 10(1), 3–8. https://doi.org/10.5951/mte.2021-0029

Hollebrands, K., McCulloch, A. W., & Okumus, S. (2021). High School Students’ Use of Technology to Make Sense of Functions Within the Context of Geometric Transformations. Digital Experiences in Mathematics Education. https://doi.org/10.1007/s40751-021-00085-9

Hollebrands, K., Anderson, R., & Oliver, K. (Eds.). (2021). Online Learning in Mathematics Education. https://doi.org/10.1007/978-3-030-80230-1

Scher, D., Steketee, S., McCulloch, A., & Hollebrands, K. (2020). A geometric approach to functions. Retrieved from American Mathematics Society (AMS) Blog website: https://blogs.ams.org/matheducation/2020/06/15/a-geometric-approach-to-functions/

West, H., Elrod, E., Karen Hollebrands, & Faulkner, V. (2020). Analyzing Eight Years of Mathematics Teacher Educator Articles: Where We Were, Where We Are, and Where We Are Going. Mathematics Teacher Educator, 8(3), 83–87. https://doi.org/10.5951/mte.2020.0045

Williams, D., Cudd, M., Hollebrands, K., & Lee, H. (2020). Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics. PNA. Revista De Investigación En Didáctica De La Matemática, 15(1), 51–68. https://doi.org/10.30827/pna.v15i1.10748

Hollebrands, K. F., & Lee, H. S. (2020). Effective design of massive open online courses for mathematics teachers to support their professional learning. ZDM, 52(5), 859–875. https://doi.org/10.1007/s11858-020-01142-0

Elrod, E., West, H., Karen F. Hollebrands, & Faulkner, V. (2020). Interventions, Tools, and Equity-Oriented Resources in the MTE Journal. Mathematics Teacher Educator, 9(1), 3–6. https://doi.org/10.5951/mte.2020.0062

Hollebrands, K. (2019). Mathematics Teacher Educator: Looking Back and Looking Forward. Mathematics Teacher Educator, 8(1), 3–6. https://doi.org/10.5951/mathteaceduc.8.1.0003

Okumus, S., & Hollebrands, K. (2019). Middle school students’ employments of gestures for forming three-dimensional objects using an extrusion or spinning method. The Journal of Mathematical Behavior, 56, 100737. https://doi.org/10.1016/j.jmathb.2019.100737

McCulloch, A. W., Hollebrands, K., Lee, H., Harrison, T., & Mutlu, A. (2018). Factors that influence secondary mathematics teachers' integration of technology in mathematics lessons. Computers & Education, 123, 26–40. https://doi.org/10.1016/j.compedu.2018.04.008

Hollebrands, K., & Okumuş, S. (2018). Secondary mathematics teachers’ instrumental integration in technology-rich geometry classrooms. The Journal of Mathematical Behavior, 49, 82–94. https://doi.org/10.1016/j.jmathb.2017.10.003

Hollebrands, K., Mojica, G., & Outlaw, B. (2018). Teachers' analysis of student thinking in a Teaching Mathematics with Technology Massive Open Online Course for Educators. Journal of Technology and Teacher Education, 26(4), 587–612.

Trocki, A., & Hollebrands, K. (2018). The Development of a Framework for Assessing Dynamic Geometry Task Quality. Digital Experiences in Mathematics Education, 4(2-3), 110–138. https://doi.org/10.1007/S40751-018-0041-8

Barcelos Amaral, R., & Hollebrands, K. (2017). An analysis of context-based similarity tasks in textbooks from Brazil and the United States. International Journal of Mathematical Education in Science and Technology, 48(8), 1166–1184. https://doi.org/10.1080/0020739X.2017.1315188

Cayton, C., Hollebrands, K., Okumus, S., & Boehm, E. (2017). Pivotal teaching moments in technology-intensive secondary geometry classrooms. JOURNAL OF MATHEMATICS TEACHER EDUCATION, 20(1), 75–100. https://doi.org/10.1007/s10857-015-9314-y

Hollebrands, K., & Okumus, S. (2017). Prospective Mathematics Teachers’ Processes for Solving Optimization Problems Using Cabri 3D. Digital Experiences in Mathematics Education, 3(3), 206–232. https://doi.org/10.1007/S40751-017-0033-0

Hollebrands, K. F., & Okumus, S. (2017, November). Tools and Mathematics: Instruments for Learning. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, Vol. 48, pp. 580–584. https://doi.org/10.5951/jresematheduc.48.5.0580

Hollebrands, K. F., & Lee, H. S. (2016). Characterizing questions and their focus when pre-service teachers implement dynamic geometry tasks. JOURNAL OF MATHEMATICAL BEHAVIOR, 43, 148–164. https://doi.org/10.1016/j.jmathb.2016.07.004

Niess, M., Driskell, S., & Hollebrands, K. (Eds.). (2016). Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age. https://doi.org/10.4018/978-1-5225-0120-6

Hollebrands, K., McCulloch, A., & Lee, H. S. (2016). Prospective Teachers' incorporation of technology in mathematics lesson plans. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age (pp. 272–292). https://doi.org/10.4018/978-1-5225-0120-6.ch011

Hollebrands, K., McCulloch, A., & Lee, H. S. (2016). The design and implementation of a curriculum for preparing teachers to teach secondary mathematics using technology. In M. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of Research on Tranforming Mathematics Teacher Education in the Digital Age. IGI Global.

Okumuş, S., Lewis, L., Wiebe, E., & Hollebrands, K. (2016). Utility and usability as factors influencing teacher decisions about software integration. Educational Technology Research and Development, 64(6), 1227–1249. https://doi.org/10.1007/s11423-016-9455-4

Lee, J., Spires, H., Wiebe, E., Hollebrands, K., & Young, C. (2015). Portraits of one-to-one learning environments in a new learning ecology. International Journal of Learning, Teaching, and Educational Research, 10(3), 78–101.

Hollebrands, K. F. (2015). Reasoning in a dynamic animation environment. Constructivist Foundations, 10(3), 350–351. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84937034996&partnerID=MN8TOARS

Hollebrands, K. F. (2015). Using a Dynamic Software Program for High School Geometry: A Look at Strategies Students Employ. In I. E. Silver & P. Kenney (Eds.), More Lessons Learned from Research (Vol. 1, pp. 203–212). Reston, VA: National Council of Teachers of Mathematics.

Lesh, R., Chval, K. B., Hollebrands, K., Konold, C., Stephan, M., Walker, E. N., & Wanko, J. J. (2014). The NCTM Research Presession: A brief history and reflection. Journal for Research in Mathematics Education, 45(2), 157–172. https://doi.org/10.5951/jresematheduc.45.2.0157

New assessments for new standards: The potential transformation of mathematics education and its research implications. (2013). Journal for Research in Mathematics Education, 44(2), 340–352. https://doi.org/10.5951/jresematheduc.44.2.0340

Tarr, J. E., Berry, R. Q., Walker, E. N., Rasmussen, C. L., Hollebrands, K. F., Konold, C., … King, K. (2013). New assessments for new standards: The potential transformation of mathematics education and its research implications. Journal for Research in Mathematics Education, 44(2), 340–352.

Dove, A., & Hollenbrands, K. (2013). Teachers’ scaffolding of students’ learning of geometry while using a dynamic geometry program. International Journal of Mathematical Education in Science and Technology, 45(5), 668–681. https://doi.org/10.1080/0020739x.2013.868540

Hollebrands, K. F., & Lee, H. S. (2012). Preparing to teach mathematics with technology: an integrated approach to geometry. Dubuque, IA: Kendall Hunt.

Heck, D. J., Tarr, J. E., Hollebrands, K., Walker, E. N., Berry, R. Q., Baltzley, P. C., … King, K. D. (2012). Reporting research for practitioners: Proposed guidelines. Journal for Research in Mathematics Education, 43(2), 126–143. https://doi.org/10.5951/jresematheduc.43.2.0126

Spires, H., Wiebe, E., Young, C., Hollebrands, K., & Lee, J. K. (2012). Toward a New Learning Ecology: Professional Development for Teachers in 1:1 Learning Environments. Contemporary Issues in Technology and Teacher Education, 12(2), 63–72.

Lee, H. S., & Hollebrands, K. F. (2011). Characterising and Developing Teachers’ Knowledge for Teaching Statistics with Technology. In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education (Vol. 14, pp. 359–369). https://doi.org/10.1007/978-94-007-1131-0_34

Dick, T., & Hollebrands, K. (Eds.). (2011). Focus in high school mathematics:Technology to support reasoning and sense making. Reston, VA: National Council of Teachers of Mathematics.

Cohen, J., & Hollebrands, K. (2011). Teaching with Technology Tools. In T. Dick & K. Hollebrands (Eds.), Focus on Reasoning and Sense Making; Technology (pp. 105–122). Reston, VA: National Council of Teachers of Mathematics.

Wilson, P. H., Lee, H. S., & Hollebrands, K. F. (2011). Understanding Prospective Mathematics Teachers' Processes for Making Sense of Students' Work With Technology. Journal for Research in Mathematics Education, 42(1), 39. https://doi.org/10.5951/jresematheduc.42.1.0039

Hollebrands, K., & Dove, A. (2011). Using Technology to Engage in Reasoning and Sense-Making Activities in Geometry. In T. Dick & K. Hollebrands (Eds.), Focus on Reasoning and Sense Making Technology (pp. 33–52). Reston, VA: National Council of Teachers of Mathematics.

Starling, T., & Hollebrands, K. (2010). Activities for Students: Investigating Star Polygons. The Mathematics Teacher, 103(7), 525–534. https://doi.org/10.5951/MT.103.7.0525

Wilson, P. H., Lee, H., & Hollebrands, K. (2010). An alternative development of measures of center and spread using dynamic diagrams. Centroid, 36(2), 6–11.

Hollebrands, K., Smith, R., Albers, L., Parry, E., & Bottomley, L. (2010). Attitudes towards and support provided for mathematics learning reported by parents of students involved in a GK-12 program. ASEE Annual Conference and Exposition, Conference Proceedings. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85029106995&partnerID=MN8TOARS

Lee, H., Ives, S., Starling, T., & Hollebrands, K. (2010). Knowledge for teaching statistics with technology: Examining mathematics teacher educators’ planning. In J. Lott & J. Luebeck (Eds.), Association of Mathematics Teacher Educators Monograph VII: Mathematics Teaching: Putting Research into Practice at all Levels (pp. 7–24). Association of Mathematics Teacher Educators.

Hollebrands, K. F., Conner, A. M., & Smith, R. C. (2010). The Nature of Arguments Provided by College Geometry Students With Access to Technology While Solving Problems. Journal for Research in Mathematics Education, 41(4), 324–350. https://doi.org/10.5951/jresematheduc.41.4.0324

Albers, L., Lindsay, K., Hemric, J., Tucker, J., Bottomley, L., Hollebrands, K., & Parry, E. (2010). The impact of active learning during out-of-school time (OST) Energy Clubs on elementary school students. ASEE Annual Conference and Exposition, Conference Proceedings. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85029090532&partnerID=MN8TOARS

Smith, R., Hollebrands, K., Parry, E., Bottomley, L., Smith, A., & Albers, L. (2009). The effects of a GK-12 program on students' achievement in and beliefs about mathematics. ASEE Annual Conference and Exposition, Conference Proceedings. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85029093589&partnerID=MN8TOARS

Hollebrands, K., & Smith, R. (2009). The impact of dynamic geometry software on secondary students’ learning of geometry: Implications from research. In T. Craine & R. Rubenstein (Eds.), NCTM 2009 Yearbook: Understanding Geometry for a Changing World (pp. 221–232). Reston, VA: National Council of Teachers of Mathematics.

Zbiek, R., & Hollebrands, K. (2008). A research-informed view of the process of incorporating mathematics technology into classroom practice by inservice and prospective teachers. In M. K. Heid & G. Blume (Eds.), Handbook of Research on Technology in the Learning and Teaching of Mathematics: Syntheses and Perspectives (pp. 287–344). Greenwich, CT: Information Age.

Lee, H., & Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 8(4), 326–341.

Hollebrands, K., Laborde, C., & Straesser, R. (2008). The learning of geometry with technology at the secondary level. In M. K. Heid & G. Blume (Eds.), Handbook of Research on Technology in the Learning and Teaching of Mathematics: Syntheses and Perspectives (pp. 155–206). Greenwich, CT: Information Age.

Bottomley, L., Parry, E., & Hollebrands, K. (2007). Community and family math nights as a vehicle for mathematics success. ASEE Annual Conference and Exposition, Conference Proceedings. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85029033596&partnerID=MN8TOARS

Hollebrands, K. F. (2007). The role of a dynamic software program for geometry in the strategies high school mathematics students employ. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 38(2), 164–192. https://doi.org/10.2307/30034955

Bottomley, L., Hollebrands, K., & Parry, E. (2006). How does high school mathematics prepare future engineers? ASEE Annual Conference and Exposition, Conference Proceedings. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-85029119236&partnerID=MN8TOARS

Lee, H. S., & Hollebrands, K. F. (2006). Students’ use of technological features while solving a mathematics problem. The Journal of Mathematical Behavior, 25(3), 252–266. https://doi.org/10.1016/j.jmathb.2006.09.005

Laborde, C., Kynigos, C., Hollebrands, K., & Strässer, R. (2006). Teaching and Learning Geometry with Technology. In Handbook of Research on the Psychology of Mathematics Education. https://doi.org/10.1163/9789087901127_011

Underwood, J. S., Hoadley, C., Lee, H. S., Hollebrands, K., DiGiano, C., & Renninger, K. A. (2005). IDEA: Identifying design principles in educational applets. Educational Technology Research and Development, 53(2), 99–112. https://doi.org/10.1007/bf02504868

Hollebrands, K. (2004). Connecting Research to Teaching: High School Students' Intuitive Understandings of Geometric Transformations. The Mathematics Teacher, 97(3), 207–214. https://doi.org/10.5951/mt.97.3.0207

Hollebrands, K., & Zbiek, R. (2004). Teaching mathematics with technology: An evidence-based road map for the journey. In R. Rubenstein & G. Bright (Eds.), Sixty-sixth Yearbook: Perspectives on the Teaching of Mathematics (pp. 259–270). Reston, VA: National Council of Teachers of Mathematics.

Hollebrands, K. F., & Stohl, H. (2004). Tech Time: April 2004. The Mathematics Teacher, 97(4), 294–298. https://doi.org/10.5951/mt.97.4.0294

Hollebrands, K. F., & Stohl, H. (2004). Technology Tips: February 2004. The Mathematics Teacher, 97(2), 152–155. https://doi.org/10.5951/mt.97.2.0152

Hollebrands, K. F., & Stohl, H. (2004). Technology Tips: January 2004. The Mathematics Teacher, 97(1), 68–72. https://doi.org/10.5951/mt.97.1.0068

Hollebrands, K. F., & Stohl, H. (2004). Technology Tips: May 2004. The Mathematics Teacher, 97(5), 372–378. https://doi.org/10.5951/mt.97.5.0372

Hollebrands, K. F. (2003). High school students’ understandings of geometric transformations in the context of a technological environment. The Journal of Mathematical Behavior, 22(1), 55–72. https://doi.org/10.1016/s0732-3123(03)00004-x

Hollenbrands, K., & Stohl, H. (2003). Tech Tips: Creating interactive spreadsheets for exploring functions. The Mathematics Teacher, 96(6), 452–456. https://doi.org/10.5951/mt.96.6.0452

Hollenbrands, K., & Stohl, H. (2003). Tech Tips: The use of spreadsheets for creating a parameter exploration of a linear function. The Mathematics Teacher, 96(7), 516–519. https://doi.org/10.5951/mt.96.7.0516

Gosse, P., & Hollebrands, K. F. (2003). Technology Tips: April 2003. The Mathematics Teacher, 96(4), 292–298. https://doi.org/10.5951/mt.96.4.0292

Gosse, P., & Hollebrands, K. F. (2003). Technology Tips: February 2003. The Mathematics Teacher, 96(2), 148–151. https://doi.org/10.5951/mt.96.2.0148

Heid, M. K., Blume, G. W., Hollebrands, K. F., & Piez, C. (2002). Computer Algebra Systems in Mathematics Instruction: Implications from Research. Mathematics Teacher, 95(8), 586–591.

Heid, M. K., Hollebrands, K. F., & Iseri, L. W. (2002). Reasoning and Justification, with Examples from Technological Environments. Mathematics Teacher, 95(3), 210–216.

Kerr, M., & Hollebrands, K. (2002). Technology Tip: Using a CAS for Comparing Two Algebraic Expressions. Mathematics Teacher, 95(8), 646–652. https://doi.org/10.5951/MT.95.8.0646

Hollenbrands, K. (2001). Math Stuff. Book Review. The Mathematics Teacher, 94(9), 794–795. https://doi.org/10.5951/mt.94.9.0794

Flanagan, K., & Kerr, K. (1998). Making connections: The isosceles triangle and the TI-92. In M. K. Heid & G. Blume (Eds.), The Pennsylvania Council of Teachers 1997 Annual Yearbook (pp. 67–74). University Park, PA: Pennsylvania State University.

Heid, M. K., Blume, G., Flanagan, K., Iseri, L., & Kerr, K. (1998). The impact of CAS on nonroutine problem-solving by mathematics students. The International Journal of Computer Algebra in Mathematics Education, 5(9), 217–249.

Bottomley, L., Parry, E., & Hollebrands, K. Community And Family Math Nights As A Vehicle For Mathematics Success. 2007 Annual Conference & Exposition Proceedings. https://doi.org/10.18260/1-2--2393

Bottomley, L., Hollebrands, K., & Parry, E. How Does High School Mathematics Prepare Future Engineers? 2006 Annual Conference & Exposition Proceedings. https://doi.org/10.18260/1-2--1119