Journal Articles & Refereed Conference Proceedings
Nirode, W., & Boyd, B. (2024). Teacher tracking in high school mathematics: An inequitable structure. Ohio Journal of School Mathematics, 96, 57–61. https://ohiomathjournal.org/index.php/OJSM/article/view/9895
Nirode, W. (2024). Converse diagonal properties of hexagons. Mathematics Teacher: Learning and Teaching PK–12, 117(6), 442–446. https://doi.org/10.5951/MTLT.2023.0288
Nirode, W., & Krumpe, N. (2023). The search for perfect donuts. Mathematics Teacher: Learning and Teaching PK–12, 116(6), 448–453. https://doi.org/10.5951/MTLT.2022.0266
Nirode, W. (2023). Point-line ellipses and hyperbolas. Mathematics Teacher: Learning and Teaching PK–12, 116(3), 206–210. https://doi.org/10.5951/MTLT.2022.0229
Nirode, W., & Boyd, B. (2023). The prevalence of teacher tracking in high school mathematics departments. Journal for Research in Mathematics Education, 54(1), 7–23. https://doi.org/10.5951/jresematheduc-2020-0296
Nirode, W., & Krumpe, N. (2022). Donuts with Pythagoras. The College Mathematics Journal, 53(4), 306–311. http://doi.org/10.1080/07468342.2022.2099705
Boyd, B., & Nirode, W. (2021). Investigation opportunities of Common Core theorems prior to proof in high school geometry textbooks. In D. Olanoff, K. Johnson, & S. Spitzer (Eds.), Proceedings of the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 78–82). http://www.pmena.org/proceedings/
Nirode, W., & Boyd, B. (2021). High school geometry textbooks’ proving opportunities of Common Core theorems. School Science and Mathematics, 121(6), 345–356. https://doi.org/10.1111/ssm.12487
Nirode, W. (2020). The first days of geometry. Mathematics Teacher: Learning and Teaching PK–12, 113(8), 663–669. https://doi.org/10.5951/MTLT.2019.0068
Nirode, W. (2019). Ferris wheel graphs. Mathematics Teacher, 112(7), 560. https://doi.org/10.5951/mathteacher.112.7.0560
Nirode, W. (2019). Going over the test. Mathematics Teacher, 112(6), 422–425. https://doi.org/10.5951/mathteacher.112.6.0422
Nirode, W. (2019). Lines as “foci” for conic sections. Mathematics Teacher, 112(4), 312–316. https://doi.org/10.5951/mathteacher.112.4.0312
Nirode, W. (2018). Doing geometry with dynamic geometry software. Mathematics Teacher, 112(3), 179–184. https://doi.org/10.5951/mathteacher.112.3.0179
Nirode, W. (2018). Collecting simulation data with Google Forms. Mathematics Teacher, 112(1), 67–70. https://doi.org/10.5951/mathteacher.112.1.0067
Nirode, W. (2018). A proof progression for geometry. Mathematics Teacher, 111(7), 512–519. https://doi.org/10.5951/mathteacher.111.7.0512
Nirode, W. (2017). Proofs without words in geometry. Mathematics Teacher, 110(8), 580–586. https://doi.org/10.5951/mathteacher.110.8.0580
Nirode, W. (2016). Creating quadrilaterals from quadrilaterals. Mathematics Teacher, 109(8), 592–599. https://doi.org/10.5951/mathteacher.109.8.0592
Nirode, W. (2015). Exploring new geometric worlds. Mathematics Teacher, 109(2), 112–119. https://doi.org/10.5951/mathteacher.109.2.0112
Nirode, W. (2014). Triangles from three points. Mathematics Teacher, 108(1), 32–38. https://doi.org/10.5951/mathteacher.108.1.0032
Nirode, W. (2013). Don’t sacrifice geometry on the Common Core altar. Mathematics Teacher, 107(3), 168–170. https://doi.org/10.5951/mathteacher.107.3.0168
Nirode, W. (2011). Thinking deeply about area and perimeter. Mathematics Teacher, 105(4), 304–310. https://doi.org/10.5951/mathteacher.105.4.0304
Dissertation
Nirode, W. (2012). An Analysis of How and Why High School Geometry Teachers Implement Dynamic Geometry Software Tasks for Student Engagement [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1345566376