# Publications

**Select Publications for Dr. Bennett**

**Journal Articles**

Ruchti, W., Bennett, C. A., & Dunstan, M. (In press). Understanding quality work in mathematics: Supporting teachers in leading professional development. *Journal of Interdisciplinary Teacher Leadership.*

Bennett, C. A. (2018). Leveraging reasoning through discourse: A case study in secondary mathematics classrooms. *International Journal of Educational and Pedagogical Sciences, 5*(6), 1-5.

Bennett, C. A. & Martin, K. (2018). Reclaiming advisory: Advocacy in action. *Middle School Journal, 49*(1), 32-37.

Bennett, C. A. (2017). “Most won’t do it!” Questioning homework as a structure for learning in a diverse middle school. *American Secondary Education Journal,* *45*(2), 22-38.

Bennett, C. A., Lockhart, E., & Schatz, K. (2016). Allowing students freedom to collaborate: Learning to facilitate mathematical problem solving. *Childhood Education, 92*(2), 164-168.

Bennett, C. A., Amador, J., & Avila, C. (2015). Framing Professional Conversations with Teachers: Developing Administrators’ Professional Noticing of Students’ Mathematical Thinking. *Mathematics Education Leadership, 16*(2), 14-26.

Bennett, C. A. (2014). 100 Words: Becoming an advocate one essay at a time. *Middle School Journal, 46*(1), 26-31.

Bennett, C. A. (2014). Creating Cultures of Participation to Promote Mathematical Discourse. *Middle School Journal, 46*(2), 20-25.

Bennett, C. A. & Ruchti, W. P. (2014). Bridging STEM with mathematical practices. *Journal of STEM Teacher Education, 49*(1).

Amador, J. & Bennett, C. A. (2013). How many tables? Increasing Cognitive Demand while Incorporating Mathematical Practices. *Indiana Mathematics Teacher*, Fall, 6-9

Ruchti, W. P. & Bennett, C. A. (2013). Picture this: Developing reasoning through pictorial representations. *Mathematics Teaching in the Middle School, 19*(1), 30-36.

Bennett, C. A. & Ruchti, W. P. (2013). Teachers' beliefs on the use of questioning to facilitate mathematical discourse. *The Chronicle of Middle Level Education Research, 13*(2), 17-24.

Bennett, C. A. (2012). Using Tiered Explorations to Promote Reasoning. *Mathematics Teaching in the Middle School, 18*(3), 166-173.

Bennett, C. A. (2010). “It’s hard getting kids to talk about math:” Helping new teachers improve mathematical discourse. *Action in Teacher Education, 32*(3), 84-96.

**Book Chapters and Other Published Works**

Gallup, J. & Bennett, C. A. (In press). Using UDL to create effective inclusion practices for students with disabilities in the virtual mathematics classroom. In B. Eisenbach and P. Greathouse (Eds.), *The Handbook of Research in Middle Level Education*.

Bennett, C. A. (2018). Computational thinking: A hidden hero in early STEM learning. *STEM Magazine UAE, 1*(1), 25-27.

Bennett, C. A. (2018). Reasoning Talks: Number talks in the secondary grades. *Teach Middle East Magazine, 5*(3), 31.

Bennett, C. A. (2017). Mathematics Should Make Sense. *Idaho State Journal.* http://idahostatejournal.com/opinion/columns/mathematics-should-make-sense/article_53a4face-04f2-55c5-ad5b-e3b81b32d668.html

Bennett, C. A. (2017). Number Talks: Focus on Reasoning. *Teach Middle East Magazine, 5*(2), 37.

Bennett, C. A. & Amador, J. (2015). Regional Mathematics Centers: Equitable Support for Rural and Remote Schools. Hawaii International Conference on Education. Honolulu, HI.

Bennett, C. A. & Amador, J. (2015). Administrators' mathematical noticing: Supporting teachers' instruction. In K. Beswick, R. Muir, & J. Wells (Eds.) *Proceedings of the 39th Conference Group for the Psychology of Mathematics Education* (Vol. 1, pp. 148-149). Hobart, Australia: PME.

Amador, J. & Bennett, C. A. (2015). Supporting rural and remote mathematics teachers: Re-conceptualizing professional development. In K. Beswick, R. Muir, & J. Wells (Eds.) *Proceedings of the 39th Conference Group for the Psychology of Mathematics Education* (Vol. 2, pp. 25-32). Hobart, Australia: PME.

Bennett, C. A. (2013). Teachers' perspectives on whole-class discourse: Focusing on effective instruction to improve student learning. In N. Gallavan (Ed.), *Action in Teacher Education Annual Yearbook XXII*. (5-6 ed., vol. 35, pp. 475-488).

Bennett, C. A. (2011). Middle level teachers’ perceptions of whole class mathematical discourse. In L. R. Wiest & T. d. Lamberg (Eds.) *Proceedings of the Thirty-Third Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education*, 804-811. Reno, NV: PME-NA