Math and the World

Felton-Koestler, M. D. (2023). Using mathematics to explore school segregation and discipline. In M. Strutchens, D. Y. White, J. Bay-Williams, & G. Krause (Eds.), Antiracist mathematics education: Stories of acknowledgement, actions, and accountability (pp. 159-171). TODOS: Mathematics for All.

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Helfrich, S., Hartman, S., Dani, D., Felton-Koestler, M. D., Harrison, L., Koestler, C., Güt-Zippert, D., Keifer Kennedy, M., Hicks, S., & Middleton, R. A. (2023). A reimagined research-based clinical model of educator preparation. In S. Helfrich & S. Hartman (Eds.), Exemplary clinical models of teacher preparation (pp. 29-60). Information Age Publishing.

Felton-Koestler, M. D., & Koestler, C. (2023). 3D modeling for water. In B. M. Conway IV, L. Id-Deen, A. Ruiz, J. W. Staley, & E. Thanheiser (Eds.), Middle school mathematics lessons to explore, understand, and respond to social injustice (pp. 254-262). Corwin and the National Council of Teachers of Mathematics.

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Dani, D. E., Hallman-Thrasher, A., Harrison, L. M., Diki, K., Felton-Koestler, M., Kopish, M., Dunham, J., & Harvey, L. W. (2019). Affordances of a cyclical and content-specific model of collaborative mentoring. In T. E. Hodges & A. C. Baum (Eds.), Handbook of research on field-based teacher education (pp. 117–141). Hershey, PA: IGI Global. http://doi.org/10.4018/978-1-5225-6249-8.ch005

Harrison, L. M., Gibbs, T., Dani, D., Felton, M., Sprecher, K., & Bates, P. (2018). A collaborative approach to supporting middle childhood social justice teacher education. In P. B. Howell, S. A. Faulkner, J. P. Jones, & J. Carpenter (Eds.), Preparing middle level educators for 21st Century schools: Enduring beliefs, changing times, evolving practices (pp. 101–127). Charlotte, NC: Information Age Publishing. [link]
 

Felton-Koestler, M. D., & Civil, M. (2016). Conversations about inequities in mathematics content courses. In D. Y. White, S. Crespo, & M. Civil (Eds.) Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms (pp. 215–218). Charlotte, NC: Association of Mathematics Teacher Educators and Information Age Publishing. [link]
 

Felton-Koestler, M. D. (2016). Using mathematics to investigate social and political issues: The case of “illegal immigration”. In D. Y. White, S. Crespo, & M. Civil (Eds.) Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms (pp. 243–250). Charlotte, NC: Association of Mathematics Teacher Educators and Information Age Publishing. [link]

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Cirillo, M., Pelesko, J., Felton-Koestler, M. D., & Rubel, L. (2016). Perspectives on modeling in school mathematics. In C. R. Hirsch & A. R. McDuffie (Eds.) Annual perspectives in mathematics education 2016: Mathematical modeling and modeling mathematics (pp. 3–16). Reston, VA: National Council of Teachers of Mathematics. [link]
 

Felton, M. D., & Koestler, C. (2012). “Questions and answers can mean something”: Supporting critical reflection in mathematics education. In R. Flessner, G. R. Miller, K. M. Patrizio, & J. R. Horwitz (Eds.), Agency through teacher education: Reflection, community, and learning (pp. 25–35). Lanham, MD: Rowman & Littlefield. [link]
 

Felton, M. D., Simic-Muller, K., & Menéndez, J. M. (2012). “Math isn’t just numbers or algorithms”: Mathematics for social justice in preservice K-8 content courses. In L. J. Jacobsen, J. Mistele, & B. Sriraman (Eds.), Mathematics teacher education in the public interest: Equity and social justice (pp. 231–252). Charlotte, NC: Information Age. [link]
 

Knuth, E., Kalish, C., Ellis, A., Williams, C., & Felton, M. D. (2012). Adolescent reasoning in mathematical and nonmathematical domains: Exploring the paradox. In V. F. Reyna, S. B. Chapman, M. R. Dougherty, & J. Confrey (Eds.), The adolescent brain: Learning, reasoning, and decision making (pp. 183–209). Washington, DC: American Psychological Association. [link]
 

Millar, T., & Felton, M. D. (2011). The SCALE project: Field notes on a mathematics reform effort. In W. F. Tate, K. D. King, & C. R. Anderson (Eds.), Disrupting tradition: Research and practice pathways in mathematics education (pp. 119–131). Reston, VA: National Council of Teachers of Mathematics. [link]