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.

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