Embedded Files
Peer-Reviewed Journal Articles
Peer-Reviewed Journal Articles
Fortune, N., Hall, W., Chikhany, R., & Keene, K. A. (2023). A framework for facilitator actions in professional development that support mathematicians’ instructional change. PRIMUS, 33(9) 1055 – 1069. Link.
Reinholz, D., Johnson, E., Andrews-Larson, C, Stone-Johnstone, A., Smith, J., Mullins, B., Fortune, N., Keene, K. A., & Shah, N. (2022). When active learning is inequitable: Women's participation predicts gender inequities in mathematical performance. Journal for Research in Mathematics Education, 53(3), 204 – 226. Link.
Oremland, L., Dunmyre, J., & Fortune, N. (2022). Reinventing the salty tank through guided inquiry. PRIMUS, 32(5), 621 – 635. Link.
Zwanch, K., Mullins, B., Fortune, N., & Keene, K. A. (2021). Situating students' achievement and perceptions of inquiry-oriented instruction within their motivational beliefs: A mixed methods study. Investigations in Mathematics Learning, 13(2), 141 – 151. Link.
Fortune, N. & Keene, K. A. (2021). Participating in an online working group and reforming instruction: The case of Dr. DM. International Journal of Research in Undergraduate Mathematics Education, 7(1), 107 – 139. Link.
Johnson, E., Andrews-Larson, C., Keene, K. A., Melhuish, K., Keller, R., & Fortune, N. (2020). Inquiry and gender inequity in the undergraduate mathematics classroom. Journal for Research in Mathematics Education, 51(4), 504 – 516. Link.
Fortune, N., Rasmussen, C., Keene, K. A., Bogart, T., & Dunmyre, J. (2020). Bringing social justice topics to differential equations via a climate change problem: Identity, power, access, and achievement. MathAMATYC Educator, 11(3), 26 – 32, 66 – 67. Link.
Rasmussen, C., Dunmyre, J., Fortune, N., & Keene, K. A. (2019). Modeling as a means to develop new ideas: The case of reinventing a bifurcation diagram. PRIMUS, 29(6), 509 – 526. Link.
Dunmyre, J., Fortune, N., Bogart, T., Rasmussen, C., & Keene, K. A. (2019). Climate change in a differential equations course: Using bifurcation diagrams to explore small changes with big effects. Community of Ordinary Differential Equations Educators (CODEE) Journal, 12(1), 1 – 10. Link.
Spires, H. A., Kerkhoff, S. N., & Fortune, N. (2019). Educational cosmopolitanism and collaborative inquiry: A collective case study with teachers from China and the US. Teaching Education, 30(4), 437 – 454. Link.
Peer-Reviewed Book Chapters
Peer-Reviewed Book Chapters
Cheathon, V., Fortune, N., & Hall, W. (2023). Reflecting on the role of assessment in placement and evaluating student learning in calculus. In M. Voigt, J. E. Hagman, J. Gehrtz, B. Ratliff, N. Alexander, & R. Levy (Eds.), Justice through the lens of calculus: Framing new possibilities for diversity, equity, and inclusion (pp. 116 – 127). Mathematical Association of America. Link.
Peer-Reviewed Conference Proceedings
Peer-Reviewed Conference Proceedings
*indicates student author
Hartman, S.* & Fortune, N. (accepted, expected 2025). Research experiences for preservice mathematics teachers: Mirroring the skills of teaching and research. In (Eds.), Proceedings of the 47th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. TBD). Penn State University.
Qiu, R. N.*, Rasmussen, C., Carney, D., & Fortune, N. (2025). The impact of an upper division inquiry-oriented content course on prospective teachers: Embracing a critical stance. In S. Cook, B. Katz, & K. Melhuish (Eds.), Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education (pp. 346 – 354). Virginia Tech.
Kuster, G., Fortune, N., & Hartman, S.* (2025). A framework for dimensions of student mathematical thinking in instructional planning and teaching. In S. Cook, B. Katz, & K. Melhuish (Eds.), Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education (pp. 955 – 964). Virginia Tech.
Cruz, G.*, Santos, J.*, Fortune, N., Carney, D., & Rasmussen, C. (2024). Dynamical systems and mathematical practices for future secondary teachers. In S. Cook, B. Katz, & D. Moore-Russo (Eds.), Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education (pp. 736 – 743). University of Nebraska Omaha.
Kuster, G., Hartman, S.*, Dick, C.*, & Fortune, N. (2024). Lesson planning practices of undergraduate mathematics instructors: What do we know? In S. Cook, B. Katz, & D. Moore-Russo (Eds.), Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education (pp. 564 – 571). University of Nebraska Omaha.
Fortune, N., Marchionda, H., & Hartman, S.* (2023). Developing mathematics teachers’ pedagogical design capacity. In G. Cobbs & D. Kombe (Eds.), Proceedings of the 50th Annual Conference of the Research Council on Mathematics Learning (pp. 66 – 75). Research Council of Mathematics Learning.
Fortune, N., Gerstenschlager, N., & Marchionda, H. (2022). Student voices and preservice mathematics teacher programmatic improvement. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the 44th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1153 – 1160). Middle Tennessee State University.
Fortune, N., Marchionda, H. & Gerstenschlager, N. (2022). Student voices and reflections on mathematics teacher preparation programs. In S. Bateiha and G. Cobbs. (Eds.), Proceedings of the 49th Annual Conference of the Research Council on Mathematics Learning (pp. 61 – 68). Research Council of Mathematics Learning.
Fortune, N., Chikhany, R., Hall, W., & Keene, K. A. (2020). A framework for the facilitation of online professional development to support instructional change. In A. I. Sacristán, J. C. Cortés- Zavala, & P. M. Ruiz-Arias (Eds.), Mathematics Education Across Cultures: Proceedings of the 42nd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1858 – 1862). Cinvestav / AMIUTEM.
Fortune, N., Chikhany, R., Hall, W., & Keene, K. A. (2020). Developing a framework for the facilitation of online working groups to support instructional change. In S. S. Karunakaran, Z. Reed, & A. Higgins (Eds.), Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education (pp. 1077 – 1083). Boston University.
Keller, R., Johnson, E., Keene, K. A., Andrews-Larson, C., & Fortune, N. (2020). For women in lecture, how they feel matters – a lot. In S. S. Karunakaran, Z. Reed, & A. Higgins (Eds.), Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education (pp. 1084 – 1089). Boston University.
Fortune, N. & Keene, K. A. (2019). A mathematician's instructional change endeavors: Pursuing students' mathematical thinking. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 222 – 230). Oklahoma State University and the University of Oklahoma.
Fortune, N., Dunmyre, J., Rasmussen, C., Bogart, T., & Keene, K. A. (2019). Bringing social justice topics to differential equations: Climate change, identity, and power. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 891 – 896). Oklahoma State University and the University of Oklahoma.
Johnson, E., Andrews-Larson, C., Melhuish, K., Keene, K., A., Keller, R., & Fortune, N. (2019). Inquiry does not guarantee equity. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 282 – 291). Oklahoma State University and the University of Oklahoma.
Mullins, B., Lowe, H., Zwanch, K., & Fortune, N. (2019). Two birds, one instruction type: The relation between students' affective learning gains and content assessment scores. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 458 – 466). Oklahoma State University and the University of Oklahoma.
Zwanch, K., Mullins, B., & Fortune, N. (2019). Understanding students' achievement and perceptions of inquiry oriented instruction. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 722 – 730). Oklahoma State University and the University of Oklahoma.
Johnson, E., Andrews-Larson, C., Keene, K., A., Keller, R., Fortune, N., & Melhuish, K. (2018). Inquiry and inequity in the undergraduate mathematics classroom. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 966 – 969). University of South Carolina & Clemson University.
Fortune, N. & Keene, K. A. (2018). Supporting a mathematician's instructional change in undergraduate mathematics through faculty collaboration. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 294 – 301). University of South Carolina & Clemson University.
Fortune, N., Keene, K. A., & Hall, W. L. (2017). Using video in online work groups to support faculty collaboration. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education (pp. 690 – 697). San Diego State University.
Hall, W. L., Keene, K. A., & Fortune, N. (2016). Measuring student conceptual understanding: The case of Euler's method. In T. Fukawa-Connelly, N. Infante, M. Wawro, & S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education (pp. 837 – 842). West Virginia University.
Fortune, N. & Williams, D. A. (2015). Teaching strategies and their associated learning opportunities. 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. 108 – 111). Michigan State University.
Curricula
Curricula
Rasmussen, C., Keene, K. A., Dunmyre, J., & Fortune, N. (2018). Inquiry Oriented Differential Equations. Available at http://iode.wordpress.ncsu.edu. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Edited Publications
Edited Publications
Fortune, N., Noblitt, B., Amick, L., Batts, E., Bay-Williams, J., Cudd, M., Day, M. D., Johnson, C. C., Kasten, S., Marchionda, H., Marin, K. A., Miller, J-M., Peters, S. A., Tidwell, W., & Williams, M. (2025). Stronger as a group: Kentucky universities’ recruitment and retention of prospective mathematics teachers. Kentucky Journal of Mathematics Teacher Education, 3(1), 1 – 19.
Weber, V., Fortune, N., Williams, D. A., & Whitehead, A. (2016). Technology Tips: Mathematical modeling with MyMaps and spreadsheets. The Mathematics Teacher, 110(2), 147–150.
Keene, K. A. & Fortune, N. (May 2016). A framework for integrating conceptual and procedural understanding in the first two years of undergraduate mathematics. American Mathematical Society blogs: On teaching and learning mathematics. Link.
Chandler, K., Fortune, N., Lovett, J. N., & Scherrer, J. (2016). What should Common Core assessments measure? Phi Delta Kappan, 97(5), 60–63. Link.
Manuscripts Under Review or In Preparation
Manuscripts Under Review or In Preparation
*indicates student author
Fortune, N., Marchionda, H., Hartman, S.*, Sorensen, M.*, & Burch, K. A. (under review). Furthering pedagogical design capacity for mathematics teachers: A professional development on critical analysis and modification of tasks. Under review at the International Journal for Mathematics Teaching and Learning.
Bettersworth, Z., Hartman, S.*, & Fortune, N. (under review). The emergent utility of real analysis for inservice teachers. Under review at Teaching Mathematics and its Applications.
Fortune, N., Santos, J.*, Cruz, G.*, Carney, D., & Rasmussen, C. (under review). Future secondary mathematics teachers’ reflections on their engagement in the Standards for Mathematical Practice. Under review at The Journal of Mathematical Behavior.
Qiu, R. N.*, Rasmussen, C., Carney, D., & Fortune, N. (in preparation). The impact of an upper division inquiry-oriented content course on prospective teachers: Embracing a critical stance (working title). Intending to submit to the International Journal of Research in Undergraduate Mathematics Education.
Qiu, R. N.*, Rasmussen, C., Carney, D., Fortune, N., Jacome, N.*, & Stewart, M.* (in preparation for special issue, proposal was accepted). Bridging tertiary and secondary mathematics: Promoting a critical stance in an inquiry-oriented dynamical systems and modeling course. Submitting to the Special Issue of Mathematics Teacher Education and Development, Mathematics Teacher Educators: Theories, Methodologies, and Teaching Practices.
Hartman, S.* & Fortune, N. (in preparation). Teaching is researching: Research experiences for preservice mathematics teachers. Intending to submit to Teaching and Teacher Education.
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