Full Curriculum Vitae (CV) (updated 06/2026)

Publications

Mathematical Practices, Reasoning-and-Proving

1. Otten, S. (2025). Mathematics instruction based on conspiracy theory inoculation: Theorizing a boundary crossing approach. In R. M. Zbiek, X. Yao, A. McCloskey, & F. Arbaugh (Eds.), Proceedings of the 47th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 556–561). State College, PA: Pennsylvania State University. [PDF]

2. Otten, S., Bemke, J., & Webb. J. (2023). Exploring the viral spread of disease and disinformation. In S. Harper & D. Cox (Eds.), Modern Math Tasks to Provoke Transformational Thinking: Grades 9–12 (pp. 52–78). National Council of Teachers of Mathematics. [Book, eBook]

3. Otten, S., & Wambua, M. M. (2022). The advantages of algebra for learning proof. Colorado Mathematics Teacher, 54(1), article 2. https://digscholarship.unco.edu/cmt/vol54/iss1/2/ 

4. Karaman Dundar, R., & Otten, S. (2022). High school students’ use of diagrams in geometry proofs. International Journal of Science and Mathematics Education, 21, 737–759. https://doi.org/10.1007/s10763-022-10286-2

5. Conner, K. M., & Otten, S. (2021). General proof tasks provide opportunities for varied forms of reasoning about the domain of mathematical claims. Electronic Journal for Research in Science and Mathematics Education, 25(4), 42–70. https://ejrsme.icrsme.com/article/view/21248

6. Wambua, M. M., Otten, S., & Conner, K. (2021). Teacher feedback and authority during instances of students’ proving. In D. Olanoff, K. Johnson, & S. Spitzer (Eds.), Proceedings of the 43rd meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 538–545). Philadelphia, PA: PME-NA.

7. Otten, S., Wambua, M. M., & Govender, R. (2021). Who should learn proving and why: An examination of secondary mathematics teachers’ perspectives. International Electronic Journal of Mathematics Education, 16(3), em0662. https://doi.org/10.29333/iejme/11298

8. Otten, S., Wambua, M. M., & Govender, R. (2020). Secondary teachers’ differing views on who should learn proving and why. In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.), Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 996–1000). Mexico: Cinvestav, AMIUTEM, & PME-NA.

9. Otten, S., Bleiler-Baxter, S., Wambua, M. M., & Engledowl, C. (2020). Sharing authority in proof but not all at once. The Oregon Mathematics Teacher, (Nov/Dec), 26–31. PDF

10. Otten, S., Bleiler-Baxter, S. K., & Engledowl, C. (2017). Authority and whole-class proving in high school geometry: The case of Ms. Finley. Journal of Mathematical Behavior, 46, 112–127. https://www.sciencedirect.com/science/article/pii/S0732312317300706

11. Otten, S., Keazer, L., & Karaman, R. (2017). Teachers' talk about the mathematical practice of attending to precision. Journal of Mathematics Teacher Education, 22, 69–93. https://link.springer.com/article/10.1007/s10857-017-9375-1

12. Otten, S., Engledowl, C., & Spain, V. (2015). Univocal and dialogic discourse in secondary mathematics classrooms: The case of attending to precision. ZDM – The International Journal on Mathematics Education, 47, 1285–1298. https://link.springer.com/article/10.1007/s11858-015-0725-0 

13. Engledowl, C., Otten, S., & Spain, V. (2015). The discourse of attending to precision in secondary classrooms. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1030–1037). East Lansing, MI: Michigan State University.

14. Otten, S., Engledowl, C., & Spain, V. (2014). Teachers' developing talk about the mathematical practice of attending to precision. In S. Oesterle, C. Nicol, P. Liljedahl & D. Allan (Eds.), Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education (Vol. 6, p. 191). Vancouver, BC: PME.

15. Otten, S., Gilbertson, N. J., Males, L. M., & Clark, D. L. (2014). The mathematical nature of reasoning-and-proving opportunities in geometry textbooks. Mathematical Thinking and Learning, 16, 51–79. https://www.tandfonline.com/doi/abs/10.1080/10986065.2014.857802 

16. Otten, S., Males, L. M., & Gilbertson, N. J. (2014). The introduction of proof in secondary geometry textbooks. International Journal of Educational Research, 64, 107–118. https://www.sciencedirect.com/science/article/pii/S0883035513001067 

17. Otten, S., Engledowl, C., & Spain, V. (2014). Tasks and talk moves that promote student reasoning. Mathematics in Michigan, 47(1), 20–24.

18. Gilbertson, N. J., Otten, S., Males, L. M., & Clark, D. L. (2013). Not all opportunities to prove are the same. Mathematics Teacher, 107, 138–142.

19. Koestler, C., Felton, M. D., Bieda, K. N., & Otten, S.* (2013). Connecting the NCTM process standards and the CCSSM  practices. Reston, VA: National Council of Teachers of Mathematics. *all authors contributed equally [Book, eBook]

20. Otten, S., Gilbertson, N. J., Males, L. M., & Clark, D. L. (2011). Reasoning-and-proving in geometry textbooks: What is being proved? In L. R. Wiest & T. Lamberg (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 347–355). Reno, NV: University of Nevada.

21. Otten, S., Herbel-Eisenmann, B. A., & Males, L. M. (2010). Proof in algebra: Reasoning beyond examples. Mathematics Teacher, 103, 514–518.

Professional Development for Math Teachers, Teacher Education

1. de Araujo, Z., Otten, S., & Candela, A. G. (in press). Beliefs beneath our incremental approach to professional development. For the Learning of Mathematics.

2. Otten, S., Candela, A. G., & de Araujo, Z. (in press). Incremental professional development in algebra: Considering teachers' opinions on instructional nudges. In N. Berger, M. Thompson, J. Ley, & C. Wilsmore (Eds.), Proceedings of the 48th annual conference of the Mathematics Education Research Group of Australasia. Sydney, Australia: MERGA.

3. Otten, S., de Araujo, Z., & Candela, A. G. (2025). The benefits of modesty: Considering incremental professional development for mathematics teachers. Education Sciences, 15(4), 473. https://doi.org/10.3390/educsci15040473 [Free PDF]

4. Otten, S., Candela, A. G., & de Araujo, Z. (Eds.). (2025). Incremental and innovative approaches to professional development for mathematics teachers. MDPI. [Book, Free PDF]

5. Otten, S., de Araujo, Z., Candela, A. G., & Wonsavage, F. P. (2024, June 13). Why incremental PD is worth trying. Practice-Driven PD. https://practicedrivenpd.com/2024/06/13/why-incremental-pd-is-worth-trying/

6. Otten, S., de Araujo, Z., Candela, A. G., & Wonsavage, F. P. (2024, June 2). Why transformational PD hasn’t worked at scale. Practice-Driven PD. https://practicedrivenpd.com/2024/06/13/why-transformational-pd-hasnt-worked/

7. Otten, S., de Araujo, Z., Candela, A. G., & Wonsavage, F. P. (2024, May 30). Mathematics teacher PD: A paradox and a contradiction walk into the classroom. Practice-Driven PD.  https://practicedrivenpd.com/2024/06/13/mathematics-teacher-pd-paradox-and-contradiction/

8. Vahle, C., de Araujo, Z., Han, J., & Otten, S. (2023). Teachers' instructional responses to the COVID-19 pandemic. Teaching and Teacher Education, 124, 104040. https://doi.org/10.1016/j.tate.2023.104040

9. Otten, S., de Araujo, Z., Candela, A. G., Vahle, C., Stewart, M. E. N., Wonsavage, F. P., & Baah, F. (2022). Incremental change as an alternative to ambitious professional development. In A. Lischka & J. Strayer (Eds.)., Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1445–1450). Nashville, TN: PME-NA. [PDF]

10. Otten, S., Yee, S., & Taylor, M. (2018). What do in-service teachers recommend for secondary mathematics teaching methods courses? Intersection Points: Newsletter of the Research Council on Mathematics Learning, 43(1), 4–7.

11. Yee, S., Otten, S., & Taylor, M. W. (2018). What do we value in secondary mathematics teaching methods? Investigations in Mathematics Learning, 10, 187–201. https://www.tandfonline.com/doi/abs/10.1080/19477503.2017.1378554

12. Herbel-Eisenmann, B. A., Cirillo, M., Steele, M. D., Otten, S., & Johnson, K. J. (2017). Mathematics discourse in secondary classrooms: A case-based professional development curriculum. Math Solutions.

13. Otten, S., Yee, S. P., & Taylor, M. (2015). Secondary mathematics methods courses: What do we value? In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 772–779). East Lansing, MI: Michigan State University.

14. Males, L. M., Otten, S., & Herbel-Eisenmann, B. A. (2010). Challenges of critical colleagueship: Examining and reflecting on study group interactions. Journal of Mathematics Teacher Education, 13, 459–471. https://link.springer.com/article/10.1007/s10857-010-9156-6 

Flipped Instruction, Algebra Instruction

1. Otten, S., de Araujo, Z., Ellis, R. L., & Candela, A. G. (in press). Patterns in algebra instruction: Summarizing two studies across 14 states in the U.S.A. In K. Leatham, D. Teuscher, B. Peterson, & D. Siebert (Eds.), Proceedings of the 48th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Provo, UT: Brigham Young University.

2. Wambua, M. M., Stewart, M. N., Otten, S., de Araujo, Z., & Candela, A. G. (2025). Algebra 1 teachers' classroom circulation patterns: A lay of the land. In R. M. Zbiek, X. Yao, A. McCloskey, & F. Arbaugh (Eds.), Proceedings of the 47th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1205–1209). State College, PA: Pennsylvania State University. [PDF]

3. Otten, S., de Araujo, Z., Wang, Z., & Ellis, R. L. (2023). When whole-class discourse predicts poor learning outcomes: An examination of 47 secondary algebra classes. In T. Lamberg (Ed.), Proceedings of the 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1007–1011). Reno, NV: PME-NA. [PDF]

4. Otten, S., de Araujo, Z., Sherman, M., & Birişçi, S. (2021). A framework for capturing structural variation in flipped mathematics instruction. International Journal of Mathematical Education in Science and Technology, 54(5), 639–670. https://doi.org/10.1080/0020739X.2021.1958945

5. Otten, S., Ellis, R. L., Wang, Z., & de Araujo, Z. (2021). Comparing motivations for flipped instruction to data on flipped implementations in algebra. In D. Olanoff, S. Spitzer, & K. Johnson (Eds.), Proceedings of the 43rd meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1554–1558). Philadelphia, PA: PME-NA. [PDF]

6. Otten, S., Zhao, W., de Araujo, Z., & Sherman, M. (2020). Evaluating videos for flipped instruction. Mathematics Teacher: Learning and Teaching PK–12, 113, 480–486. https://pubs.nctm.org/view/journals/mtlt/113/6/article-p480.xml

7. de Araujo, Z., Otten, S., Zhao, W., Kamuru, J., & Han, J. (2020). Fostering collaboration with the flip. Mathematics Teacher: Learning and Teaching PK-12, 113(9), 731–736. https://doi.org/10.5951/MTLT.2019.0082 

8. Ellis, R. L., Han, J. P., de Araujo, Z., & Otten, S. (2020). Reviewing the literature on flipped mathematics instruction: A qualitative meta-analysis. In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.), Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2057–2061). Mexico: Cinvestav, AMIUTEM, & PME-NA. [PDF]

9. de Araujo, Z., & Otten, S. (2020, March 11). Tips for using videos to teach math remotely. Flipped Math Study. https://flippedmathstudy.net/2020/03/11/tips-for-using-videos-to-teach-math-remotely/

10. Zhao, W., Kamuru, J., Otten, S., & de Araujo, Z. (2019). Flipped instruction in Algebra 1: Is it an old idea in new clothes? In S. Otten, A. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St Louis, MO: University of Missouri.

11. Otten, S., de Araujo, Z., & Sherman, M. (2018). Capturing variability in flipped mathematics instruction. In T. E. Hodges, G. J. Roy & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1052–1059). Greenville, SC: Clemson University & University of South Carolina.

12. de Araujo, Z., Otten, S., & Birişçi, S. (2017). Videos as curriculum materials and teachers as curriculum developers: Two cases of flipped mathematics instruction. ZDM Mathematics Education, 49, 687–699. https://link.springer.com/content/pdf/10.1007/s11858-017-0872-6.pdf

13. de Araujo, Z., Otten, S., & Birisci, S. (2017). Mathematics teachers’ motivations for, experiences with, and conceptions of flipping instruction. Teaching and Teacher Education, 62, 60–70. https://doi.org/10.1016/j.tate.2016.11.006 

14. de Araujo, Z., Otten, S., & Birisci, S. (2017). Conceptualizing “homework” in flipped mathematics classrooms. Journal of Educational Technology and Society, 20, 248–260. https://drive.google.com/file/d/1vzhwQQ6ESihCWbtmKvKyXWe7leW24UeR/view 

15. de Araujo, Z., Otten, S., & Birisci, S. (2016). Teachers’ motivations for flipping their mathematics instruction. In M. Wood & E. Turner (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Tucson, AZ: University of Arizona.

16. Otten, S., & Soria, V. M. (2014). Relationships between students’ learning and their participation during enactment of middle school algebra tasks. ZDM – The International Journal on Mathematics Education, 46, 815–827. https://link.springer.com/article/10.1007/s11858-014-0572-4 

Practitioner Articles, Teaching Ideas

1. Otten, S., Candela, A. G., & de Araujo, Z. (in press). Four the win: Representations and creativity. Mathematics Teacher: Learning and Teaching PK–12.

2. Otten, S., LaCroix, T. J., McGalliard, W., Baah, F., & Hanak, R. (in press). A roadmap for conceptual assessment. Virginia Mathematics Teacher.

3. Otten, S., & Baah, F. (2025). Great reads: On the value of delays in teaching. Newsletter of the International Consortium for Research in Science and Mathematics Education, 19, 10–13. https://icrsme.com/publications

4. Stewart, M. N., Brown, N. E., de Araujo, Z., Otten, S., & Candela, A. G. (2025). Rate and review. Mathematics Teacher: Learning and Teaching, PK–12, 118(1), 45–57. https://pubs.nctm.org/view/journals/mtlt/118/1/article-p45.xml [Lesson materials]

5. Wonsavage, F. P., de Araujo, Z., Candela, A. G., & Otten, S. (2024). Mining gems to inspire teacher reflection. The Centroid, 50(1), 9–12. https://www.ncctm.org/activities/the-centroid1/centroid-issue-archive/fall-2024/ 

6. Kareem, M. K., Lannin, A., Romine, W., Singer, N., Tyson, M., Kline, K., Kendrick, M., Otten, S., & Apple, S. (2024). Using scenarios to assess student learning. The Science Teacher, 91(2), 61–65. https://www.tandfonline.com/doi/full/10.1080/00368555.2024.2314683

7. Otten, S., Otten, A. A., Baah, F., & Stewart, M. N. (2024). Modeling the functions of atmospheric carbon. Ohio Journal of School Mathematics, 96, 1–9. https://ohiomathjournal.org/index.php/OJSM/article/view/9562

8. Otten, S., LaCroix, T. J., Baah, F., & Hanak, R. (2023). Growing Problem Solvers (GPS): Teaching shapes inclusively. Mathematics Teacher: Learning and Teaching PK–12, 116, 626–630. https://pubs.nctm.org/view/journals/mtlt/116/8/article-p626.xml

9. DeLeeuw, W., Otten, S., & Karaman Dundar, R. (2021). Structuring boardspace to facilitate repeated reasoning. Mathematics Teacher: Learning and Teaching PK–12, 114, 196–204. https://pubs.nctm.org/view/journals/mtlt/114/3/article-p196.xml

10. de Araujo, Z., Hanuscin, D., & Otten, S. (2020). Practices for mathematics and science integration. Mathematics Teacher: Learning and Teaching PK–12, 113, 322–326. https://pubs.nctm.org/view/journals/mtlt/113/4/article-p322.xml

11. Otten, S. (2019, September 21). What makes a math problem good? Two-Minute Teacher’s Guide. https://twominuteteachersguide.com/2019/09/21/good-math-problems/ 

12. Otten, S., & Otten, A. A. (2016). Selecting systems of linear equations. Mathematics Teacher, 110, 222–226. [Subscription version]

13. Otten, S., Cirillo, M., & Herbel-Eisenmann, B. A. (2015). Making the most of going over homework. Mathematics Teaching in the Middle School, 21, 98–105.

14. Otten, S., & Engledowl, C. (2015). Attending to precision and revisiting definitions. Mathematics in Michigan, 48(2), 10–13.

15. Engledowl, C., & Otten, S. (2015). Attending to precision: A gateway to other practices. Mathematics in Michigan, 48(2), 18–22.

16. Kaplan, J., & Otten, S. (2012). Optimization: Teaching old dogs with new tasks. Mathematics Teacher, 105, 686–691.

17. Otten, S. (2011). Cornered by the real world: A defense of mathematics. Mathematics Teacher, 105, 20–25. [Subscription version, Free version]

18. Otten, S. (2010). There’s math in the mix. In L. Males, J. Males, & C. Beckmann (Eds.), Adventures with mathematics: Climbing from grade 6 to grade 7 (p. 41). Ann Arbor, MI: Michigan Council of Teachers of Mathematics.

19. Otten, S. (2010). Making room for math. In L. Males, J. Males, & C. Beckmann (Eds.), Adventures with mathematics: Climbing from grade 6 to grade 7 (p. 47). Ann Arbor, MI: Michigan Council of Teachers of Mathematics.

Mathematics Classroom Discourse

1. Otten, S., Munter, C., & Stewart, M. N. (2025). How to leverage the potential of mathematical errors [introduction to the article by W. S. Bray]. Mathematics Teacher: Learning and Teaching PK–12, 118(12), 976–977. https://doi.org/10.5951/MTLT.2025.0280

2. Herbel-Eisenmann, B. A., Johnson, K. R., Otten, S., Cirillo, M., & Steele, M. D. (2015). Mapping talk about the mathematics register in a secondary mathematics teacher study group. Journal of Mathematical Behavior, 40, 29–42. https://www.sciencedirect.com/science/article/pii/S0732312314000546 

3. Otten, S., Engledowl, C., & Spain, V. (2015). Univocal and dialogic discourse in secondary mathematics classrooms: The case of attending to precision. ZDM – The International Journal on Mathematics Education, 47, 1285–1298. https://link.springer.com/article/10.1007/s11858-015-0725-0 

4. Engledowl, C., Otten, S., & Spain, V. (2015). The discourse of attending to precision in secondary classrooms. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1030–1037). East Lansing, MI: Michigan State University.

5. Cirillo, M., Steele, M. D., Otten, S., Herbel-Eisenmann, B. A., MacAneny, K., & Riser, J. Q. (2014). Teacher discourse moves: Supporting productive and powerful discourse. In K. Karp (Ed.), Annual Perspectives on Mathematics Education (pp. 141–149). Reston, VA: National Council of Teachers of Mathematics.

6. Otten, S., Herbel-Eisenmann, B. A., & Cirillo, M. (2013). Handling student difficulties when going over homework in secondary mathematics classrooms. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1405–1408). Chicago, IL: University of Illinois at Chicago.

7. Herbel-Eisenmann, B. A., Johnson, K. R., Otten, S., & Cirillo, M. (2013). Secondary teachers' talk about the mathematics register. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 613–620). Chicago, IL: University of Illinois at Chicago.

8. Otten, S., Herbel-Eisenmann, B. A., & Cirillo, M. (2012). Going over homework in mathematics classrooms: An unexamined activity. Teachers College Record. http://www.tcrecord.org/Content.asp?contentid=16851 

9. Otten, S. (2012). Exploring cognitive demand, student participation, and learning in middle school algebra. In L. R. Van Zoest, J.-J. Lo & J. L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 359–362). Kalamazoo, MI: Western Michigan University.

10. Herbel-Eisenmann, B. A., & Otten, S. (2011). Mapping mathematics in classroom discourse. Journal for Research in Mathematics Education, 42, 451–485. https://pubs.nctm.org/view/journals/jrme/42/5/article-p451.xml 

11. Otten, S. (2010). Conclusions within mathematical task enactments: A new phase of analysis. In P. Brosnan, D. B. Erchick & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 661–669). Columbus, OH: Ohio State University.

12. Herbel-Eisenmann, B., Cirillo, M., & Otten, S. (2009). Synthesizing the bases of purposeful discourse: Reading, reflecting, and community. In B. Herbel-Eisenmann & M. Cirillo (Eds.), Promoting purposeful discourse: Teacher research in mathematics classrooms (pp. 205–217). Reston, VA: National Council of Teachers of Mathematics.

13. Otten, S., & Herbel-Eisenmann, B. A. (2009). Multiple meanings in mathematics: Beneath the surface of area. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 296–303). Atlanta, GA: Georgia State University.

Other Publications

1. Otten, S., LaCroix, T., & Lannin, J. (in press). Teachers’ perceptions and preparations for generative artificial intelligence: Survey results from Missouri and Texas. In K. Leatham, D. Teuscher, B. Peterson, & D. Siebert (Eds.), Proceedings of the 48th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Provo, UT: Brigham Young University.

2. McGalliard, W., & Otten, S. (2025). AI responses to high-level problems and educator responses to AI availability. Digital Experiences in Mathematics Education, 11, 319–332. https://doi.org/10.1007/s40751-024-00167-4 

3. National Council of Teachers of Mathematics, de Araujo, Z., Sawyer, A., Jansen, A., Otten S., & Myers, M. (2025, June 10). Open educational resources in mathematics education. National Council of Teachers of Mathematics. https://www.nctm.org/Standards-and-Positions/Position-Statements/Open-Educational-Resources-in-Mathematics-Education/ 

4. Wonsavage, F. P., Otten, S., Candela, A. G., & de Araujo, Z. (2024). The modality of mathematics lesson observations: Comparing the results of live and video-based coding. International Journal of Research and Method in Education, 48(1), 84-103. https://doi.org/10.1080/1743727X.2024.2350068 

5. Otten, S. (2022). Debating mathematics curriculum: A review of Hacker’s The Math Myth and other STEM delusions. The Mathematics Enthusiast, 20(1–3), 2–12. https://doi.org/10.54870/1551-3440.1584

6. Otten, S., & Thomas, L. (2020). Missing letters: An alphabet book. Olympia Publishers. https://olympiapublishers.com/books/missing-letters-an-alphabet-book 

7. Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (Eds.). (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St Louis, MO: University of Missouri.

8. Otten, S., Webel, C., & de Araujo, Z. (2017). Inspecting the foundations of claims about cognitive demand and student learning: A citation analysis of Stein and Lane (1996). Journal of Mathematical Behavior, 45, 111–120. [PDF]

9. Otten, S., de Araujo, Z., & Webel, C. (2017). Analyzing claims about cognitive demand and student learning. In J. Newton (Ed.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: University of Indiana and Purdue University.

10. Haines, C., Zhao, W., & Otten, S. (2017). Prospective teachers’ strategies and justifications in the generalization of figural patterns. In J. Newton (Ed.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: University of Indiana and Purdue University.

11. Nivens, R. A., & Otten, S. (2017). Assessing journal quality in mathematics education. Journal for Research in Mathematics Education, 48, 348-368. [PDF]

12. Nivens, R. A., & Otten, S. (2016). Journal rankings and representations in mathematics education. Philosophy of Mathematics Education Monograph (Vol. 31).

13. Otten, S., & de Araujo, Z. (2015). Viral criticisms of Common Core mathematics. Teaching Children Mathematics, 21, 517–520. [Free version]

14. Webel, C., & Otten, S. (2015). Teaching in a world with Photomath. Mathematics Teacher, 109, 368-373. [Free version]

15. Steele, M. D., Johnson, K. R., Otten, S., Herbel-Eisenmann, B. A., & Carver, C. (2015). Improving instructional leadership through the development of leadership content knowledge: The case of principal learning in algebra. Journal of Research on Leadership Education, 10, 127–150.

16. Otten, S., & Zin, C. (2012). In a class with Klein: Generating a model of the hyperbolic plane. PRIMUS, 22, 85–96.

17. Otten, S., & Corcoran, E. (2011). Teaching teachers about measurement: A varied approach. PRIMUS, 21, 316–322.

18. Doğru, F., & Otten, S. (2011). Sizing up outer billiard tables. American Journal of Undergraduate Research, 10(1), 1–8.

19. Otten, S., & Doğru, F. (2010). A lesson learned from outer billiard derivatives. American Journal of Undergraduate Research, 9(1), 1–7.

20. Otten, S. (2009). God? A mathematician challenges the proofs [Review of the book Irreligion]. Math Horizons, 17(1), 28–29. [PDF]

21. Otten, S. (2007). Do cyclic polygons make the cut? Mathematics Magazine, 80, 138–141.