Refereed Journal Articles 2014-2020

For access to all publications, please click HERE.

Weaver, J., Matney, G., Goedde, A., Nadler, J., & Patterson, N. (In Press). Digital tools to promote remote lesson study. Special Issue: Digital learning and lesson and learning studies of the International Journal on Lesson and Learning Studies.

 

Bostic, J., Sondergeld, T., Matney, G., Stone, G., & Hicks, T. (in press). Gathering response process data for a problem-solving measure through whole-class think alouds. Applied Measurement in Education. DOI: 10.1080.08957347.2020.1835913

 

Matney, G., Lustgarten, A., & Nicholson, T. (2020). Black holes of research on instructional practice: The case of number talks. Investigations in Mathematics Learning, 12(4), 246-260. http://dx.doi.org/10.1080/19477503.2020.1804273  

 

Roberts, O. T., Bostic, J. D., & Matney, G. T. (2020). Modeling with Mathematics in the Moment. Mathematics Teacher: Learning and Teaching Pre-K – 12, 113(10), 864-867.

 

Matney, G., Porcella, J., & Gladieux, S. (2020).  Quick blocks: Developing spatial sense. Mathematics Teacher: Learning and Teaching PK-12, 113(1), 8-17.

 

Largent, K., & Matney, G. (2020).  Preservice Mathematics Teacher Professional Learning through Informal Field Experiences. Ohio Journal of School Mathematics, 85, 37-46.

 

Boonsena, N., Inprasitha, M., Changsri, N., & Matney, G. (2019). Teachers learning about teaching practice in a modify lesson study. Psychology, 10, 977-988. https://doi.org/10.4236/psych.2019.107064

 

Bostic, J., Matney, G., & Sondergeld, T. (2019). A validation process for observation protocols: Using the Revised SMPs Look-for Protocol as a lens on teachers’ promotion of the standards. Investigations in Mathematics Learning, 11(1), 69-82. (DOI): https://doi.org/10.1080/19477503.2017.1379894   

 

Lustgarten, A., & Matney, G. (2019). Examining number talks with secondary preservice teachers.  Ohio Journal of School Mathematics,          80(1), 22-30.  Retrieve from: https://library.osu.edu/ojs/index.php/OJSM/article/view/6647/5190 

Yuan, X., & Matney G. (2018).  Searching for the middle zone of Chinese and American Mathematics Teaching through Math Camps.                Journal of Mathematics Education, 11(2), 1-16.  (DOI): https://doi.org/10.26711/007577152790024 

Matney, G. (2018). Peer Mentoring Professionalism among Preservice Mathematics Teachers: Safe Spaces for Community Teaching                  Practice. Investigations in Mathematics Learning, 10(2), 67-84. (DOI): 10.1080/19477503.2017.1375351

Isoda, M., Araya, R., Eddy, C., Matney, G., Williams, J., Calfucura, P, Aguirre, C., Becerra, P., Gormaz, R., Soto-Andrade, J., Noine, T.,

          Mena-Lorca, A., Olfos, R., & Baldin, Y. (2017).  Teaching energy efficiency: A Cross-Border Public Class and Lesson Study in

          STEM.  Interaction Design & Achitecture(s), 35, 7-31.

Matney, G. & Jackson, J. (2017). Research Projects and Secondary Mathematics Preservice Teachers' Sense of Efficacy. Investigations

          in Mathematics Learning 9(4), 171-186. (DOI): 10.1080/19477503.2016.1245048

Bostic, J., & Matney, G. (2016). Leveraging Modeling with Mathematics-focused Instruction to Promote Other Standards for Mathematical

          Practice. Journal of Mathematics Education Leadership 17(2), 21-33. [Acceptance rate 15%]

Matney, G., Panarach, Y., & Jackson, J. (2016). Establishing Validity of the Thai Mathematics Teaching Efficacy Beliefs Instrument.

          School Science and Mathematics Journal 116(3), 164-172. 

Bostic, J. & Matney, G. (2014). Role-playing the Standards for Mathematical Practice: A Professional Development Tool. Journal of

          Mathematics Education Leadership 15(2), 3-10. [Acceptance rate 25%]

Matney, G. (2014). Early Mathematics Fluency with the CCSSM. Teaching Children Mathematics 21(1), 26-35. Reston, VA: National

          Council of Teachers of Mathematics. [Acceptance rate 22%]

Matney, G. (2014). Deepening Teachers’ Understandings of Mathematical and Pedagogical Connectedness. Journal of Mathematics

          Education Leadership 15(1), 50-59. [Acceptance rate 15%]

Davis, S., & Matney, G. (2014). “I had never really made sense of that before”: Constructing Mathematical Content Knowledge and

          Teaching through Story Telling. Journal of the Arkansas Association of Colleges of Teacher Education. Retrieve at:

          http://aracte.org/publications/Davis_Fall2013.pdf

© 2018 by GABRIEL MATNEY     Bowling Green, Ohio     gabrielmatney@gmail.com   

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