Latterell, C. M. (2026). My quest to change assessment in a mathematics content course for preservice elementary teachers: "It's confusing when you explain why; just show me how to do it." Currents in Teaching and Learning, 17(2), 14-22. https://www.worcester.edu/currents-in-teaching-and-learning/
Latterell, C. M. (2025). The fake mathematical mindsets of preservice teachers. Journal of Humanistic Mathematics, 15(2), 300-305. https://scholarship.claremont.edu/jhm/vol15/iss2/15
Latterell, C. M. (2024). Today's mathematics student: Take two. The Mathematics Enthusiast, 21(1), 405-414. https://scholarworks.umt.edu/tme/vol21/iss1/21
Latterell, C.M., & Wilson, J. L. (2023). Flipped classrooms, mathematics identity, and preservice elementary teachers. MathAMATYC Educator, 15(1), 24-27, 64.
Latterell, C. M., & Wilson, J. L. (2023). Not asking for help/feeling dumb: Preservice elementary teachers reflect on math classes. European Journal of Mathematics and Science Education, 4(3), 161-168.
Latterell, C. M., & Wilson, J. L. (2022). Mathematics, mindsets, and what it means to be do-ers of math. Irish Educational Studies.
Latterell, C. M., & Wilson, J. L. (2020). Pre-service elementary education majors’ attitudes toward mathematics: A semantic differential. In P. M. Jenlink (Ed.), The language of mathematics (pp. 33-48). Rowman & Littlefield.
Latterell, C. M., & Wilson, J. L. (2018). Measuring attitudes about mathematics: Using a semantic differential. International Journal for Research in Mathematics Education, 8(1), 2-22.
Wilson, J. L., & Latterell, C. M. (2017). Elementary education majors’ stories about math: An analysis of students’ mathematics autobiographies. Issues and Ideas in Education, 5(1), 1-13.
Latterell, C. M., & Wilson, J. L. (2017). Metaphors and mathematical identity: Math is like a tornado in Kansas. Journal of Humanistic Mathematics, 7(1), 46-61.
Latterell, C. M., & Wilson, J. L. (2016). Math is like a lion hunting a sleeping gazelle: Preservice elementary teachers’ metaphors of mathematics. European Journal of Science and Mathematics Education, 4(3), 283-292.
Latterell, C. M., & Wilson, J. L. (2016). Stories about math: An analysis of students’ mathematical autobiographies. International Journal of Research in Education and Science (IJFES), 2(2), 279-285.
Wilson, J. L., & Latterell, C. M. (2014). What does the non-mathematics intensive major think mathematics is? MountainRise, 8(2). Available online http://mountainrise.wcu.edu/index.php/MtnRise/index
Latterell, C. M., & Wilson, J. L. (2013). What do people think mathematics is and why does it matter? ETC: A Review of General Semantics, 70(4), 387-394.
Latterell, C. M., & Wilson, J. L. (2012). Students’ perceptions of what mathematicians do. The Mathematics Educator, 13(2), 73-84.
Latterell, C. M. (2012). What is mathematics? Mathematics in School, 41(2), 34-35.
Latterell, C. M. (2011). Should liberal arts math courses be taught through mathematics inquiry? Liberal Education, 97(3/4), 60-64.
Latterell, C. M. (2009). Interesting science and mathematics graduate students in secondary teaching. School Science and Mathematics, 109(4), 188-196.
Latterell, C. M. (2008). What is good college mathematics teaching? International Journal for Mathematics Teaching and Learning. Available online http://www.cimt.plymouth.ac.uk/journal/
Latterell, C. M. (2008). How do students study? MAA FOCUS, 28(5), 12-13.
Latterell, C. M. (2007). Today’s mathematics students. The Montana Mathematics Enthusiast, 4(1), 66-72.
Latterell, C. M. (2007). What is being taught in secondary mathematics in the USA? A look at state standards. Mathematics and Computer Education, 41(3), 197-205.
Latterell, C. M., & Frauenholtz, T. (2007). Causes and possible solutions to the mathematics college readiness problem, Research and Teaching in Developmental Education, 24(1), 8-16. Note: This article received the Outstanding Research Award, given by the New York College Learning Skills Association in 2007-2008.
Frauenholtz, T., & Latterell, C. M. (2006). A ‘reform’ placement test. Research and Teaching in Developmental Education, 23(1), 5-18.
Latterell, C. M. (2006). CPMP III versus Algebra II. FOCUS: On Learning Problems in Mathematics, 28(2), 20-36.
Latterell, C. M. (2005). Social stigma and mathematical ignorance. Academic Exchange Quarterly, 9(3), 167-171.
Latterell, C. M., & Wilson, J. L. (2004). Popular cultural portrayals of those who do mathematics. Humanistic Mathematics Network Journal, 27. Available online http://www2.hmc.edu/www_common/hmnj/.
Latterell, C. M., & Copes, L. (2003). Can we reach definitive conclusions in mathematics education research? Phi Delta Kappan, 85(3), 207-211.
Latterell, C. M., & Regal, R. R. (2003). Are placement tests for incoming undergraduate mathematics students worth the expense of administration? PRIMUS, XIII (2), 152-164.
Latterell, C. M., & Wilson, J. L. (2002, Fall). What is mathematics? American Association of Behavioral Sciences Journal, 54-61.
Wilson, J. L., & Latterell, C. M. (2001). Nerds? Or nuts? Pop culture portrayals of mathematicians. et cetera, 58, 172-178.