Publications

Journals (* indicates refereed journals)

Lamm, R., Mesa, V., Duranczyk, I., Kohli, N., Watkins, L., & Ström, A. (accepted). Construct validation of an instrument that assesses quality of instruction in community college algebra. Community College Journal of Research and Practice.

Ko, I., Mesa, V., Duranczyk, I., Herbst, P., Kohli, N., Ström, A., & Watkins, L. (in press). 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. https://doi.org/10.1080/0020739X.2021.2006348.

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. (in press). Writing reviews: Perspectives from the editors of Educational Studies in Mathematics. Educational Studies in Mathematics.

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

*Mesa, V., Ma, Y., Quiroz, C., Gerami, S., Liakos, Y., Judson, T., & Chamberlain, L. (2021). 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

*Castro, P., Gómez, P., & Mesa, V. (accepted). Prácticas del profesor de matemáticas en la ruralidad durante el confinamiento [Mathematics teacher practices in rural areas during confinement]. Revista Colombiana de Educación.

*Mesa, V., & White, N. J. (in press). Characterizing aspects of reform enacted in calculus 1 lessons. International Journal of Mathematical Education in Science and Technology. doi:10.1080/0020739X.2021.1903109

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

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

*Gerami, S., Leckrone, 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.

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

*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.

*Burn, H., Thrill, 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.

*Mesa, V., Shultz, M., & Jackson, 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. 10.1007/s40753-019-00109-1

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

*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.

*Peralta, Y., Kohli, N., Ström, A., Duranczyk, I., Mesa, V., & Watkins, L. (in press). A psychometric analysis of the Algebra and Precalculus Concept Readiness assessment. Journal of Psychoeducational Assessment.

*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.

*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.

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

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

*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.

*Mesa, V., & Goldstein, 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

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.

*Lande, 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

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

*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.

*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

*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

*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.

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

*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

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

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.

*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

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

*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.

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

*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.

*Meyer, J., Elsey, 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.

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

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

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

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

*Charalambous, C., Delaney, S., Hsu, 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.

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

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

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

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

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

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

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

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

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.

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.

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.

Mesa, V. & Valero, 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.

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

Mesa, V. (accepted). Resources and orientations towards lecture notes design by post-secondary instructors. In R. Biehler, G. Gueudet, M. Liebendörfer, C. Rasmussen, & C. Winsløw (Eds.), Practice-oriented research in tertiary mathematics education: New directions. Springer.

Mali, A., Gerami, S., Ullah, 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.

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.

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.), Investigacion en educación matemática: Homenaje al profesor Luis Rico [Investigations in mathematics education: Professor Luis Rico’s Festschrift] (pp. 61-73). Granada, Spain: Comares.

Mesa, V., & Cawley, 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.

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.

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.

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.

Mesa, V., & Lande, 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.

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

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.

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.

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.

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.

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.

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

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.

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

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

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

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