Publications

Journals (* refereed publications,  s student at the time of publication)

1. *Ko, I., Mesa, V., Duranczyk, I., Herbst, P., Kohli, N., Ström, A., & Watkins, L. (2024). Understanding the characteristics of mathematical content knowledge for teaching algebra in high schools and community colleges. International Journal of Mathematical Education in Science and Technology, 55, 590–614. https://doi.org/10.1080/0020739X.2021.2006348.

2. *sLamm, R., Mesa, V., Duranczyk, I., Kohli, N., Watkins, L., & Ström, A. (2024). Construct validation of an instrument that assesses quality of instruction in community college algebra. Community College Journal of Research and Practice, 48(5), 283-296. https://doi.org/10.1080/10668926.2022.2132430

3. *sGerami, S., sKhiu, E., Mesa, V., Judson, T., (2024) Conceptions of span in linear algebra: From textbook examples to student responses. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-024-10306-8

4. *sGerami, S., Mesa, V., sQuiroz, C., & Chamberlain, L. (in press). Textbook for inquiry teaching: Case of active calculus. International Journal of Education in Mathematics, Science and Technology.

5. *Castro, P., Gómez, P., & Mesa, V. (2023). Prácticas del profesor de matemáticas en la ruralidad durante el confinamiento [Mathematics teacher practices in rural areas during confinement]. Revista Colombiana de Educación, 87, 141-162. https://doi.org/https://doi.org/10.17227/rce.num87-12268.

6. Burn, H., sThrill, C., Wood, J. L., Zamani-Gallaher, E., & Mesa, V. (2023). Content validation of the Transitioning Learners to Calculus in Community Colleges Institutional Self-Assessment tool. Community College Journal of Research and Practice, 47(10), 654-658. https://doi.org/10.1080/10668926.2023.2189177

7. *Mesa, V., & The UTMOST 3.0 Team. (2022). Investigating the use of free, open source, open access, and interactive mathematics textbooks in college courses Notices of the American Mathematical Society. 69(11), 1961-1971. https://doi.org/https://doi.org/10.1090/noti2582

8. *Wladis, C., & Mesa, V. (2022, February). Erasure of community colleges from the research literature: Why supporting research by community college faculty can increase the quantity and relevance of educational research. Teachers College Record, https://www.tcrecord.org/PrintContent.asp?ContentID=23992.

9. *Mesa, V., & White, N. J. (2022). Characterizing aspects of reform enacted in calculus 1 lessons. International Journal of Mathematical Education in Science and Technology, 53(10), 2754-2773. https://doi.org/10.1080/0020739X.2021.1903109

10. *Liakos, Y., Gerami, S., Mesa, V., Judson, T., & Ma, Y. (2022). How an inquiry-oriented textbook shaped a calculus instructor’s planning. International Journal of Education in Mathematics, Science and Technology, 53 (1) 131-150. https://doi.org/10.1080/0020739X.2021.1961171

11. *Mesa, V., sMa, Y., sQuiroz, C., sGerami, S., Liakos, Y., Judson, T., & Chamberlain, L. (2021, 2021/11/01). University instructors’ use of questioning devices in mathematics textbooks: an instrumental approach. ZDM – Mathematics Education, 53(6), 1299–1311. https://doi.org/10.1007/s11858-021-01296-5

12. Mesa, V.; Bakker, A., Venkat, H., Wagner, D., Bikner-Ahsbahs, A., FitzSimons, G. E., Gutiérrez, Á., Meaney, T., Prediger, S., Radford, L., & Van Dooren, W. (2021). Writing reviews: Perspectives from the editors of Educational Studies in Mathematics. 108, 419–428.

13. *White, N. J., & Mesa, V. (2021). A spectrum of instructional variation in one community college calculus program. MathAmatyc, 12(2), 21-35.

14. Wagner, D., Bakker, A., Meaney, T., Mesa, V., Prediger, S., & Van Dooren, W. (2020). What can we do against racism in mathematics education research? Educational Studies in Mathematics. https://doi.org/https://doi.org/10.1007/s10649-020-09969-w

15. *sGerami, S., sLeckrone, L., & Mesa, V. (2020). Exploring instructor questions in community college algebra classrooms and its connections to instructor knowledge and student outcomes. MathAMATYC Educator, 11(3), 34-39, 67.

16. *Mesa, V., sCawley, A., Duranczyk, I., Watkins, L., & Ström, A. (2020). Characterizing classroom interactions to assess the quality of algebra instruction at community colleges. MathAMATYC Educator, 11(3), 48-55.

17. *Mesa, V., & Mali, A. (2020). Studying student actions with dynamic textbooks in university settings: The log as research instrument. for the learning of mathematics 40(2), 8-14.

18. *Burn, H., sThrill, C., Mesa, V., Zamani-Gallaher, E., & Wood, J. L. (2020). Mathematics placement, courses, and use of local data in the stem math pathway in African American enrolling colleges. MathAMATYC Educator, 11(3), 4-11.

19. *Mesa, V., sShultz, M., & sJackson, A. (2019). Moving away from lecturing/lecture in undergraduate mathematics: Managing tensions within a coordinated inquiry-based linear algebra course. International Journal for Research in Undergraduate Mathematics Education, 40(2), 8-14. 10.1007/s40753-019-00109-1

20. Bakker, A., Cai, J., English, L., Kaiser, G., Mesa, V., & Van Dooren, W. (2019). Beyond small, medium, or large: points of consideration when interpreting effect sizes. Educational Studies in Mathematics, 102(1), 1-8. doi:10.1007/s10649-019-09908-4

21. *Mesa, V., & Wagner, D. (2019). Behind the door: A critical look at the process of publication in Educational Studies in Mathematics. Educational Studies in Mathematics. 101, 301-324.

22. *sPeralta, Y., Kohli, N., Ström, A., Duranczyk, I., Mesa, V., & Watkins, L. (2019). A psychometric analysis of the Algebra and Precalculus Concept Readiness assessment. Journal of Psychoeducational Assessment. doi:10.1177/0734282919846019

23. *Wladis, C., & Mesa, V. (2019). What can happen when community college practitioners lead research projects? The case of CUNY. Review of Higher Education, 42(2), 1579-1610.

24. *Burn, H., Zamani-Gallaher, E., Mesa, V., & Wood, J. L. (2019). Transitioning learners to calculus: Findings from a national survey of mathematics chairs in two-year colleges by Hispanic-serving institutional designation. MathAMATYC Educator. 10(2), 5-13.

25. *Champion, J., & Mesa, V. (2018). Pathways to calculus in U.S. high schools. PRIMUS, 28(6), 508-527. doi:10.1080/10511970.2017.1315473

26. *Burn, H., & Mesa, V. (2017). Not your grandma's lecture: Interactive lecture in the CSPCC two-year cases. MathAMATYC Educator, 8(3), 24-29.

27. *Burn, H., White, N. J., & Mesa, V. (2016). Improving calculus I in community colleges: It takes a [multidisciplinary] village. Community College Journal of Research & Practice, 40(6), 550-553.

28. *Mesa, V., & sGoldstein, B. (2016). Conceptions of angles, trigonometric functions, and inverse trigonometric functions in college textbooks. International Journal of Research in Undergraduate Mathematics Education. doi:10.1007/s40753-016-0042-1

29. Larsen, S., & Mesa, V. (2016). Insights about teaching (good and ambitious) from the MAA National Study of Calculus programs. FOCUS (Mathematical Association of America) 36(4), 18-20.

30. *sLande, E., & Mesa, V. (2016). Instructional decision-making and agency of community college mathematics faculty. ZDM The International Journal on Mathematics Education, 48(1), 199-212. doi:10.1007/s11858-015-0736-x

31. *Burn, H., Mesa, V., & White, N. (2015). Calculus I in community colleges: Findings from the national CSPCC Study. MathAMATYC Educator 6(3), 34-39.

32. *Mesa, V. (2014). Using community college students’ understanding of a trigonometric statement to study their instructors’ practical rationality in teaching. Journal of Mathematics Education, 7(2), 95-107.

33. *Gueudet, G., Buteau, C., Mesa, V., & Misfeldt, M. (2014). Technologies, resources, and instruments in university mathematics education. Research in Mathematics Education. 16(2), 139-155. doi: 10.1080/14794802.2014.918349

34. *White, N. J., & Mesa, V. (2014). Describing cognitive orientation of calculus I tasks across different types of coursework. ZDM Mathematics Education 46(4), 675-690. doi: 10.1007/s1185801405889

35. *Mesa, V., Wladis, C., & Watkins, L. (2014). Research problems in community college mathematics education: Testing the boundaries of K-12 research. Journal for Research in Mathematics Education 45, 173-193.

36. *Mesa, V., sCelis, S., & sLande, E. (2014). Teaching approaches of community college mathematics faculty: Do they relate to classroom practices? American Educational Research Journal 52, 117-151.

37. *Bressoud, D. M., Carlson, M., Mesa, V., & Rasmussen, C. L. (2013). The calculus student: Insights from the MAA national study. International Journal of Mathematical Education in Science and Technology. doi: 10.1080/0020739X.2013.798874

38. *Mesa, V., sSuh, H., sBlake, T., sWhittemore, T. (2013). Examples in college algebra textbooks: Opportunities for students’ learning. Problems, Resources, and Issues, in Undergraduate Mathematics Studies, 23 (1), 76-105.

39. Sitomer, A., Ström, A., Mesa, V., Duranczyk, I., Nabb, K., Smith, J., & Yannotta, M. (2012). Moving from anecdote to evidence: A proposed research agenda in community college mathematics education. MathAMATYC Educator, 4(1), 34-39.

40. *Mesa, V. (2012). Achievement goal orientation of community college mathematics students and the misalignment of instructors' perceptions. Community College Review, 40(1), 46-74. DOI: 10.1177/0091552111435663

41. *Mesa, V., & sGriffiths, B. (2012). Textbook mediation of teaching: An example from tertiary mathematics instructors. Educational Studies in Mathematics, 79 (1), 85-107.

42. *Mesa, V. (2011). Similarities and differences in classroom interaction between remedial and college mathematics classrooms in a community college. Journal of Excellence in College Teaching, 22 (4) 21-56.

43. Finelli, C. J., sBergom, I., & Mesa, V. (2011). Student teams in the engineering classroom and beyond: Setting up students for success. CRLT Occasional Papers, 29, 1-12.

44. *Mesa, V., & Herbst, P. (2011). Designing representations of trigonometry instruction to study the rationality of community college teaching. ZDM International Journal of Mathematics Education 43, 41-52.

45. *sMeyer, J., sElsey, M., & Mesa, V. (2010). Students’ perceptions of lesson objectives in introductory mathematics courses taught by teaching assistants. Studies in Graduate and Professional Student Development 13, 103-121.

46. *Mesa, V. (2010). Examples in textbooks: Examining their potential for developing metacognitive knowledge. MathAMATYC, 2(1), 50-55.

47. *Mesa, V., & sChang, P. (2010). The language of engagement in two highly interactive undergraduate mathematics classrooms. Linguistics and Education, 21, 83-100.

48. *Mesa, V. (2010). Student participation in mathematics lessons taught by seven successful community college instructors. Adults Learning Mathematics 5, 64-88.

49. *Mesa V. (2010). Strategies for controlling the work in mathematics textbooks for introductory calculus. Research in Collegiate Mathematics Education 16, 235-265.

50. *sCharalambous, C., sDelaney, S., sHsu, A., & Mesa, V. (2010). The addition and subtraction of fractions in the textbooks of three countries: A comparative analysis. Mathematical Thinking and Learning, 12 (2), 117-151.

51. sElsey, M., sMeyer, J., Mesa, V. (January, 2010). Teaching time savers: Thinking about activities that make every minute count. MAA Focus, p. 12

52. *Mesa, V., sJaquette, O., & Finelli, C. (2009). Measuring the impact of a course on students’ success. Journal of Engineering Education, 98(3), 349-359.

53. *Silver, E. A., Mesa, V., sMorris, K., sStar, J., & sBenken, B., (2009). Teaching for understanding: An analysis of mathematics lessons submitted by teachers seeking NBPTS certification. American Educational Research Journal, (46), 501-531.

54. Mesa, V. (2008). Solving problems on functions: The role of the graphing calculator. Revista PNA, 2(3), 109-135.

55. *Mesa, V. (2007). Solving problems on functions: The role of the graphing calculator. Focus on learning problems in mathematics 29, (3), 30-54.

56. Mesa, V. (2004). JRME in the global village: Parlez vous français? Habla ud. Español? Journal for Research in Mathematics Education, 35, 2-4.

57. *Mesa, V. (2004). Characterizing practices associated with functions in middle school textbooks: An empirical approach. Educational Studies in Mathematics, 56, 255-286.

58. Mesa, V., & Valero, P. (2003). Two doctoral programs in mathematics education. Revista EMA: Investigación e innovación en educación matemática, 9, 10-27.

59. Mesa, V. & Valero, P. (2001). Dos experiencias de formación doctoral: Objetivos, disciplinariedad, enfoques y estrategias [Two experiences in doctoral preparation: Objectives, disciplinarity, perspectives, and strategies]. In L. Rico (Ed.) Iniciación a la investigación en didáctica de la matemática: Homenaje al profesor Mauricio Castro (pp. 39-56). University of Granada: Departamento de Didáctica de la Matemática.

60. Mesa, V. (2000). De viva voz: Instantes en el quehacer docente de maestros [With their own voice: Snapshots of teachers’ daily practice]. [Review of the book Implementing standards-based mathematics instruction, by M. K. Stein, M. S. Smith, M. Henningsen, & E. A. Silver]. Revista Educación Matemática, 6, 56-68.

61. Mesa, V. (1998). What activities would I like to promote in a doctoral program? In T. Lingefjärd & G. Dahland (Eds.), Research in mathematics education: A report from a follow-up conference after PME 1997 (pp. 73-79). Gothenburg University: Gothenburg.

62. Mesa, V. & sValero, P. (1998). Dilemas de la formación de investigadores en educación matemática [Challenges for the preparation of researchers in mathematics education]. Revista Educación Matemática, 3, 133-146.

63. Mesa, V. M. (1995). Lo bueno, lo malo y lo feo de un curso de precálculo con calculadoras gráficas [The good, the bad, and the ugly of a precalculus course using graphing calculators]. Revista Educación Matemática, 1, 115-124.

Publications – Chapters in Edited Books

1. Mesa, V. (in press). Introduction to section on trends on equity and social justice. In M. A. Clements, B. Kaur, T. Lowrie, V. Mesa, & J. Prytz (Eds.), 4th International Handbook on Research in Mathematics Education. Springer. https://doi.org/ https://dx.doi.org/10.7302/8629

2. Bozkurt, G., Abboud, M., Bretscher, N., Mesa, V., & Simsek, A. (2024). Theorising teachers’ practises with digital technologies within mathematical domains and contexts. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of digital (curriculum) resources in mathematics education. Springer. https://doi.org/10.1007/978-3-030-95060-6_30-1

3. Johnson, H. L., Olson, G., McClintock, E., Mesa, V., & Rasmussen, C. (2023). Theorizing a role of digital resources in promoting instructional change in mathematics departments. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of digital resources in mathematics education (pp. 1-26). Springer International Publishing. https://doi.org/10.1007/978-3-030-95060-6_5-1

4. Mesa, V. (2022). Lecture notes design by post-secondary instructors: resources and priorities. In R. Biehler, G. Gueudet, M. Liebendörfer, C. Rasmussen, & C. Winsløw (Eds.), Practice-oriented research in tertiary mathematics education: New directions. (pp. 265–288). Springer.

5. Mali, A., sGerami, S., sUllah, A., & Mesa, V. (2019). Teacher questioning in problem solving in community college algebra classrooms. In P. Felmer, P. Lijedahl, & B Koichu (Eds.), Problem Solving in Patagonia (pp.317-335). Dordrecth, The Netherlands: Springer.

6. Mesa, V. (2017). Mathematics education at public two-year colleges. In J. Cai (Ed.), First compendium for research in mathematics education (pp. 949-967). Reston, VA: National Council of Teachers of Mathematics.

7. Mesa, V., & Burn, H. (2016). The calculus curriculum in the National Study of University Calculus in the USA. In E. Castro, E. Castro, J. L. Lupiañez, J. F. Ruíz, & M. Torralbo (Eds.), Investigación en educación matemática: Homenaje al profesor Luis Rico [Investigations in mathematics education: Professor Luis Rico’s Festschrift] (pp. 61-73). Granada, Spain: Comares.

8. Mesa, V., & sCawley, A. (2016). Faculty knowledge of teaching in inquiry-based learning mathematics. In N. Vondrova & K. Krainer (Eds.), Proceedings of the 9th Conference of European Researchers in Mathematics Education (pp. 2194-2200). Prague: Charles University in Prague.

9. Mesa, V., Burn, H., & White, N. (2015). Good teaching of Calculus I. In D. M. Bressoud, V. Mesa, & C. L. Rasmussen (Eds.), Insights and recommendations from the MAA National Study of College Calculus (pp. 83-91). Washington, DC.

10. Burn, H., & Mesa, V. (2015). The calculus I curriculum. In D. M. Bressoud, V. Mesa, & C. L. Rasmussen (Eds.), Insights and recommendations from the MAA National Study of College Calculus. (pp. 45-57). Washington, DC.

11. Mesa, V. (2015). Ruminations on the generated curriculum and reform in community college mathematics: An essay in honor of Jeremy Kilpatrick. In E. A. Silver & C. Keitel, (Eds.) Pursuing excellence in mathematics education: A festschrift to honor Jeremy Kilpatrick (pp. 95-110). Dordrecht, The Netherlands: Springer.

12. Mesa, V., & sLande, E. (2014). Methodological considerations in the analysis of classroom interaction in community college trigonometry. In Y. Li, E. A. Silver & S. Li (Eds.), Transforming math instruction: Multiple approaches and practices (pp. 475-500). The Netherlands: Springer.

13. Mesa, V., & sLeckrone, L. (2014). Assessment of mathematics teacher knowledge. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 48-51). Dordrecht, The Netherlands: Springer.

14. Mesa, V., Gómez, P., & Cheah, U. (2013). Impact of international studies of student achievement on mathematics teaching and learning. In M. A. Clements, A. Bishop, C. Keitel, J. Kilpatrick & F. Leung (Eds.), Third international handbook of mathematics education. (pp. 861-900) New York: Springer.

15. Gómez, P., Mesa, V., & González, M. J. (2011). Negotiation of meaning in outside of the classroom group assignments. In S. Sbaragli (Ed.), La matematica e la sua didattica, quarant'anni di impegno [Mathematics and its didactics, forty years of commitment] (pp. 111-114). Bologna: University of Bologna.

16. Mesa, V., & Megginson, R. (2011). Equity and quality in a program for under-represented students at an elite university. In B. Atweh, M. Graven, W. Secada & P. Valero (Eds.), Mapping equity and quality agendas in mathematics education, (pp. 569-584). New York: Springer.

17. Silver, E. A., & Mesa, V. (2011). Highly accomplished teachers of mathematics and effective instructional practice: Probing the intersection. In Y. Li & G. Kaiser, Expertise in mathematics instruction: An international perspective, (pp. 63-84). New York: Springer.

18. Kilpatrick, J., Mesa, V., & Sloan, F. (2007). U.S. algebra performance viewed internationally. In T. Loveless (Ed.), Lessons learned: What international assessments tell us about math achievement (pp. 85-126). Washington, DC: Brookings Institution Press.

19. Mesa V., & Kilpatrick, J. (1998, September). The content of mathematics education around the world. Paper prepared for the second committee meeting of the National Academy of Sciences' project on Mathematics and Science Education Around the World: Continuing to Learn from TIMSS, Woods Hole, MA.

Publications – Books

1. Whitaker, e.; Marland, E.; Mawhinney, K.; Mesa, V. (in progress). Co-requisite education: Supporting student success in mathematics. Mathematical Association of America.

2. Clements, M.K., Kaur, B., Lowrie, T., Mesa, V., & Pritz, J. (Eds.) (in press). Fourth international handbook of research in mathematics education. Springer.

3. Bressoud, D., Mesa, V., Rasmussen, C. (Eds.)(2015). Insights and recommendations from the MAA National Study of College Calculus. Washington, DC: Mathematical Association of America

4. Mesa, V. (2009). Conceptions of function in textbooks from eighteen countries: An empirical analysis of middle school textbooks from the Third International Mathematics and Science Study. Saarbrücken, Germany: VDM Verlag Dr Müller Atkiengesellschaft.

Publications - Textbooks

1. Gómez, P., & Mesa, V. M. (Eds.) (1996). Situaciones problemáticas en pre-cálculo [Problematic situations in Pre-calculus]. Mexico & Bogotá: Editorial Iberoamérica & una empresa docente.

2. Perry, P., Mesa, V., Fernández, F. & Gómez, P. (1996). Matemáticas, azar, sociedad: Conceptos básicos de estadística. [Mathematics, chance, and society: Basic statistics concepts]. Mexico & Bogotá: Editorial Iberoamérica & una empresa docente.

3. Fernández, F., Mesa, V., Gómez, P., & Perry, P. (1993). Estadística y sociedad [Statistics and society]. Bogotá: una empresa docente.