Selected Publications:
Cirillo, M., Seiwell, A., & Griffin, C. (Accepted). Considering the structure and logic of definitions in GeT courses. In Brown, A., Herbst, P., Miller, N., Pyzdrowski, L., & Reynolds, B. (Eds. In preparation), The GeT Course: Resources and objectives for the geometry courses for teachers. Mathematical Association of America.
Cirillo, M., Bieda, K., & LaRochelle, R. (2025). Supporting lesson planning: How a mathematics teacher educator guided preservice teachers with feedback. Research Report in Zbiek, R.M., Yao, X., McCloskey, A., & Martinez, R. (Eds.) Proceedings of the 47th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. pp. 706-715. State College, PA: Pennsylvania State University. https://doi.org/ 10.51272/pmena.47.2025
Cirillo, M., Berk, D., LaRochelle, R., Bieda, K., & Arbaugh, F. (2024). Undergraduate students’ perceptions of features of active learning models for teaching and learning to teach mathematics. International Journal of Research in Undergraduate Mathematics Education. 10, 172-200. https://doi.org/10.1007/s40753-022-00191-y
Cirillo, M. & Pelesko, J.A. (2022). Unlocking the mystery:Mathematical modeling in secondary classrooms. Math Solutions/HMH: Boston, MA.
Cirillo, M. & Cox, D. C. (2022). Reasoning is in the eye of the lens-holder: Observations made through the lenses of justification, argumentation, and proof at the secondary level. In Bieda, K. N., Conner, A., Kosko, K.W., & Staples, M. (Eds.). In Conceptions and consequences of mathematical argumentation, justification, and proof. (pp. 195-207). Springer, Cham. https://doi.org/10.1007/978-3-030-80008-6_1
Id-Deen, L., Ebanks, R., & Cirillo, M. (2022). Green Book to Gradebook: Supporting Black Students’ Success in Math Class. Mathematics Teacher: Learning and Teaching, 115(5), (pp. 330-338). DOI: 10.5951/MTLT.2021.0188
Cirillo, M. & Hummer, J. (2021). Competencies and behaviors observed when students solve geometry proof problems: An interview study with smartpen technology. ZDM Mathematics Education, 53(4), pp. 861-875.
LaRochelle, R., Cirillo, M., & Berk, D. (2021). Communicating Mathematics During Small Groupwork through Video-Conferencing Applications. In A. Reis, J. Barroso, J. B. Lopes, T. Mikropoulos, & C. W. Fan (Eds.), Technology and Innovation in Learning, Teaching, and Education (pp. 279-286). Switzerland: Springer Nature Switzerland AG.
Cirillo, M., LaRochelle, R., Arbaugh, F., & Bieda, K. N. (2020). An innovative early field experience for secondary teachers: Early results from shifting to an online model. Journal of Technology and Teacher Education, 28(2), 353-363.
Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S.L., & Hiebert, J. (2020). Improving the impact of research on practice: Capitalizing on technological advances for research. Journal for Research in Mathematics Education, 51(5), 518-529.
Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S.L., & Hiebert, J. (2020). Timely and useful data to improve classroom instruction. Journal for Research in Mathematics Education, 51(4), 387–398.
Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., & Hiebert, J. (2020). Working across contexts: Scaling up or replicating with variations? Journal for Research in Mathematics Education, 51(3), 258–267.
Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., & Hiebert, J., & Bakker, A. (2020). Addressing the problem of always starting over: Identifying, valuing, and sharing professional knowledge for teaching. Journal for Research in Mathematics Education, 51(2), 130–149.
Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., & Hiebert, J., & Bakker, A. (2020). Maximizing the quality of learning opportunities for every student. Journal for Research in Mathematics Education, 51(1), 12–25. doi:10.5951/jresematheduc.2019.0005
Cirillo, M., & Hummer, J. (2019). Addressing Misconceptions in Secondary Geometry Proof. Mathematics Teacher, 112(6), 410-417.
Cirillo, M. & Langer-Osuna, J.M. (2018). Using Classroom Discourse as a Tool for Formative Assessment. In E.A. Silver & V.L. Mills (Eds.) A fresh look at formative assessment in mathematics teaching: Leveraging connections to tasks, discourse, equity, and more. (pp. 21-39). Reston, VA: NCTM.
Cirillo, M. (2018). Engaging students with non-routine geometry proof tasks. In P. Herbst, U.H. Cheah, P. Richard, & K. Jones (Eds.) International Perspectives on the Teaching and Learning of Geometry in Secondary Schools, (pp. 283-300). Cham, Switzerland: Springer.
Herbel-Eisenmann, B., Cirillo, M., Steele, M. D., Otten, S., & Johnson, K. R. (2017). Mathematics discourse in secondary classrooms: A practice-based resource for professional learning. Math Solutions: Sausalito, CA.
Cirillo, M., McCall, N., Murtha, Z., & Walters, S. (2017). Decomposing mathematical proof with secondary teachers. In L. West (Ed.) Reflective and Collaborative Processes to Improve Mathematics Teaching (pp. 21-32). Reston, VA: NCTM.
Sinclair, N., Cirillo, M., & deVilliers, M. (2017). The learning and teaching of geometry. In Cai, J. (Ed.) Compendium for Research in Mathematics Education, (pp. 457-489). Reston, VA: NCTM.
Cirillo, M., Pelesko, J.A., Felton-Koestler, M., & Rubel, L. (2016). Perspectives on modeling in school mathematics. In C. Hirsch (Ed.) Mathematical Modeling and Modeling Mathematics, (pp. 3-15). NCTM: Reston, VA.
Cirillo, M., Bartell, T.G., & Wager, A.A. (2016). Teaching Mathematics for Social Justice through Mathematical Modeling in C. Hirsch (Ed.) Mathematical Modeling and Modeling Mathematics, pp. 87-96, NCTM: Reston, VA.
Herbel-Eisenmann, B., Johnson, K.R., Otten, S., Cirillo, M., & Steele, M.D. (2015). Mapping talk about the mathematics register in a secondary mathematics teacher study group. The Journal of Mathematical Behavior, 40, 29-42.
Otten, S., Cirillo, M., & Herbel-Eisenmann, B. (2015). Making the Most of Going Over Homework. Mathematics Teaching in the Middle School, 21(2), 98-105.
Cai, J. & Cirillo, M. (2014). What Do We Know About Reasoning and Proving? Opportunities and Missing Opportunities from Curriculum Analyses. International Journal of Educational Research, 64, 132-140.
Cirillo, M., Steele, M.D., Otten, S., Herbel-Eisenmann, B., McAneny, K., & Riser, J.Q. (2014). Teacher discourse moves: Supporting productive and powerful discourse. In Karp (Ed.), Using research to improve instruction. (pp. 141-149). Reston, VA: NCTM.
Cirillo, M. (2013). What are some strategies for facilitating effective classroom discussions? Invited Research Brief published online at www.nctm.org. In S. DeLeeuw (Ed.), NCTM Research Brief, (pp. 1-6). Reston, VA: NCTM.
Cirillo, M. (2013). What does research say the benefits of discussion in mathematics class are? Invited Research Brief published online at www.nctm.org. In S. DeLeeuw (Ed.), NCTM Research Brief, (pp. 1-6). Reston, VA: NCTM.
Herbel-Eisenmann, B., Steele, M., & Cirillo, M. (2013). (Developing) Teacher discourse moves: A framework for professional development. Mathematics Teacher Educator, 1(2), 181-196.
Otten, S., Herbel-Eisenmann, B. A., & Cirillo, M. (2012). Going over homework in mathematics classrooms: An unexamined activity. Teachers College Record. Retrieved from http://www.tcrecord.org/Content.asp?contentid=16851 ID #16851, 1-12.
Cirillo, M., Cass, T., Dowling, D., Krusi, J., Lyddon-Hatten, L., Marks, J., & Shindelar, A. (2012). Working with, supporting, and empowering mathematics teaching professionals: A model of effective leadership. In J. Bay-Williams & W. Speer (Eds.), Professional collaborations in mathematics teaching and learning: Seeking success for all. (pp. 133-144). Reston, VA: NCTM.
Cirillo, M., Drake, C. & Herbel-Eisenmann, B. (2012). Adapting curriculum to focus on authentic mathematics. In C. R. Hirsch, G. T. Lappan, & B. J. Reys (Eds.), Curriculum issues in an era of common core state standards for mathematics. (pp. 81-92). Reston, VA: NCTM.
Cirillo, M., Herbel-Eisenmann, B. & Drake, C. (2012). Using curriculum to focus on understanding. In C. R. Hirsch, G. T. Lappan, & B. J. Reys (Eds.), Curriculum issues in an era of common core state standards for mathematics. (pp. 73-79). Reston, VA: NCTM.