Publications
Full Curriculum Vitae (CV) (updated 6/2024)
Publications
Mathematical Practices, Reasoning-and-Proving
Otten, S., & Wambua, M. M. (2022). The advantages of algebra for learning proof. Colorado Mathematics Teacher, 54(1), article 2. Retrieved from https://digscholarship.unco.edu/cmt/vol54/iss1/2/
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.
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.
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.
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.
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.
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.
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.
Otten, S., Engledowl, C., & Spain, V. (2014). Tasks and talk moves that promote student reasoning. Mathematics in Michigan, 47(1), 20–24.
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.
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
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.
Otten, S., Herbel-Eisenmann, B. A., & Males, L. M. (2010). Proof in algebra: Reasoning beyond examples. Mathematics Teacher, 103, 514–518.
Flipped Instruction, Algebra Instruction
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]
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]
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
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]
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.
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.
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
de Araujo, Z., Otten, S., & Birisci, S. (2017). Conceptualizing “homework” in flipped mathematics classrooms. Journal of Educational Technology and Society, 20, 248–260.
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.
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.
Professional Development for Math Teachers, Teacher Education
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
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]
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.
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.
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.
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.
Practitioner Articles, Teaching Ideas
Otten, S., & Otten, A. A. (2016). Selecting systems of linear equations. Mathematics Teacher, 110, 222–226. [Subscription version]
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.
Otten, S., & Engledowl, C. (2015). Attending to precision and revisiting definitions. Mathematics in Michigan, 48(2), 10–13.
Engledowl, C., & Otten, S. (2015). Attending to precision: A gateway to other practices. Mathematics in Michigan, 48(2), 18–22.
Kaplan, J., & Otten, S. (2012). Optimization: Teaching old dogs with new tasks. Mathematics Teacher, 105, 686–691.
Otten, S. (2011). Cornered by the real world: A defense of mathematics. Mathematics Teacher, 105, 20–25. [[Subscription version, Free version]
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.
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
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.
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.
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.
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.
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
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.
Herbel-Eisenmann, B. A., & Otten, S. (2011). Mapping mathematics in classroom discourse. Journal for Research in Mathematics Education, 42, 451–485.
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.
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.
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
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.
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]
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.
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.
Nivens, R. A., & Otten, S. (2017). Assessing journal quality in mathematics education. Journal for Research in Mathematics Education, 48, 348-368. [PDF]
Nivens, R. A., & Otten, S. (2016). Journal rankings and representations in mathematics education. Philosophy of Mathematics Education Monograph (Vol. 31).
Otten, S., & de Araujo, Z. (2015). Viral criticisms of Common Core mathematics. Teaching Children Mathematics, 21, 517–520. [Free version]
Webel, C., & Otten, S. (2015). Teaching in a world with Photomath. Mathematics Teacher, 109, 368-373. [Free version]
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.
Otten, S., & Zin, C. (2012). In a class with Klein: Generating a model of the hyperbolic plane. PRIMUS, 22, 85–96.
Otten, S., & Corcoran, E. (2011). Teaching teachers about measurement: A varied approach. PRIMUS, 21, 316–322.
Doğru, F., & Otten, S. (2011). Sizing up outer billiard tables. American Journal of Undergraduate Research, 10(1), 1–8.
Otten, S., & Doğru, F. (2010). A lesson learned from outer billiard derivatives. American Journal of Undergraduate Research, 9(1), 1–7.
Otten, S. (2009). God? A mathematician challenges the proofs [Review of the book Irreligion]. Math Horizons, 17(1), 28–29. [PDF]
Otten, S. (2007). Do cyclic polygons make the cut? Mathematics Magazine, 80, 138–141.