Please email me if you would like a copy of one of my publications.

## Books

Felton-Koestler, M. D., Simic-Muller, K., & Menéndez, J. M. (2017). Reflecting the world: A guide to incorporating equity in mathematics teacher education. Charlotte, NC: Information Age Publishing. [link]

Koestler, C., Felton, M. D., Bieda, K., & Otten, S. (2013). Connecting the NCTM process standards and the CCSSM practices. Reston, VA: National Council of Teachers of Mathematics. [link]

## Chapters

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]

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]

## Conference Proceedings

Simic-Muller, K., Fernandes, A., & Felton-Koestler, M. D. (2016). “You can’t go on the other side of the fence”: Preservice teachers and real-world problems. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, Arizona) (pp. 821–828). Tucson, AZ: The University of Arizona. [link]

Felton, M. D. (2012, November). “After all, math was only numbers, right?” Transitions in teaches’ beliefs about equity. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, Michigan) (pp. 503–506). Kalamazoo, MI: Western Michigan University. [link]

Felton, M. (2007, April). Context and preservice teachers’ conceptions of proof. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (29th, Lake Tahoe, Nevada) (pp. 85–92). Reno, NV: University of Nevada, Reno. [link]

## Other Publications

Felton, M. D. (2014, August 4). Complex Instruction: High-quality mathematics for all learners. [Blog post] Retrieved from http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Complex-Instruction_-High-Quality-Mathematics-for-All-Learners/

Felton, M. D. (2014, July 21). Bringing in the real world. [Blog post] Retrieved from http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Bringing-in-the-Real-World/

Felton, M. D. (2014, July 7). Mathematics and the real world. [Blog post] Retrieved from http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Mathematics-and-the-Real-World/

Felton, M. D. (2014, June 23). Why teach mathematics? [Blog post]. Retrieved from http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Why-Teach-Mathematics_/

## Articles

Felton-Koestler, M. D. (2020). Teaching sociopolitical issues in mathematics teacher preparation: What do mathematics teacher educators need to know? In A. Appova, R. M. Welder, & Z. Feldman (Eds.), Supporting Mathematics Teacher Educators’ Knowledge and Practices for Teaching Content to Prospective (Grades K-8) Teachers. Special Issue: The Mathematics Enthusiast, 17(2&3) (pp. 435–468). Retrieved from https://scholarworks.umt.edu/tme

Felton-Koestler, M. D. (2019). “Children know more than I think they do”: the evolution of one teacher’s views about equitable mathematics teaching. Journal of Mathematics Teacher Education, 22(2), 153–177. [link]

Gaskill, F., & Felton-Koestler, M. D. (2019). Middle grades teachers’ views of connecting mathematics to real-world and social justice contexts. Electronic Journal for the Ohio Middle Level Association, 1–22. Retrieved from https://ohiomla.org/publications/electronic-journal-ohio-middle-level-association

Wood, M. B., Sheldon, J., Felton-Koestler, M. D., Oslund, J., Parks, A. N., Crespo, S., & Featherstone, H. (2019). 8 teaching moves supporting equitable participation. Teaching Children Mathematics, 25(4), 218-223. [link]

Felton-Koestler, M. D., & Koestler, C. (2017). Should mathematics teacher education be politically neutral? Mathematics Teacher Educator, 6(1), 67–72. [link]

Felton-Koestler, M. D. (2017). Mathematics education as sociopolitical: prospective teachers’ views of the What, Who, and How. Journal of Mathematics Teacher Education, 20(1), 49–74. [link]

Hernandez, M., Levy, R., Felton-Koestler, M. D., & Zbiek, R. (2016). Mathematical modeling in the high school mathematics curriculum. Mathematics Teacher, 110(5), 336–342. [link]

Felton-Koestler, M. D. (2016). Common Core confusion about modeling. Teaching Children Mathematics, 23(5), 269–272. [link]

Felton-Koestler, M. D., Sutherland, E., & Tracy, N. (2016). Supporting prospective teachers in using mathematics to understand our world. Teaching for Excellence and Equity in Mathematics, 7(1), 45–51. [link]

Simic-Muller, K., Fernandes, A., & Felton-Koestler, M. D. (2015). “I just wouldn’t want to get as deep into it”: Preservice teachers’ beliefs about the role of controversial topics in mathematics education. Journal of Urban Mathematics Education, 8(2), 53–86. [link]

Felton, M. D., & Koestler, C. (2015). “Math is all around us and… we can use it to help us”: Teacher agency in mathematics education. The New Educator, 11(4), 260–276. [link]

Felton, M. D., Anhalt, C., & Cortez, R. (2015). Going with the flow: Challenging students to make assumptions. Mathematics Teaching in the Middle School, 20(6), 342–349. [link]

Felton, M. D., & Page, M. (2014). Preparing teacher leaders. Teaching Children Mathematics, 21(2), 92–99. [link]

Felton, M. D. (2012). Test scores in the U.S.: Introducing the data to pre-service teachers. Teaching for Equity and Excellence in Mathematics 4(1), 7–14. [link]

Felton, M. D. (2010). Is math politically neutral? Teaching Children Mathematics, 17(2), 60–63. [link]