- Dietiker, L., & Riling, M. (2018). Design (In)tensions in mathematics curriculum. International Journal of Educational Research, 92, 43–52. https://doi.org/10.1016/j.ijer.2018.09.001*
- Dietiker, L., & Riling, M. (2018). So You’ve Got a Traditional Textbook... Now What? National Council of Teachers of Mathematics Regional Conference, Hartford, CT.*
- Richman, A. S., Dietiker, L., & Riling, M. (2018). The plot thickens: The aesthetic dimensions of a captivating mathematics lesson. The Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2018.08.005*
- Riling, M., Dietiker, L., Gibson, K., Tukhtakhunov, I., & Ren, C. (2018). Factors that influence student mathematical dispositions. Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1012.*
- Dietiker, L., Males, L., Amador, J., & Earnest, D. (2018). Curricular noticing: A framework to describe teachers’ interactions with curriculum materials. Journal of Research of Mathematics Education (JRME), 49(5), 521–532.*
This project explores how secondary mathematics teachers can plan and enact learning experiences that spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere (referred to as "mathematically captivating learning experiences" or "MCLEs"). The study will examine how high school teachers can design lessons so that mathematical content itself is the source of student intrigue, pursuit, and passion. To do this, the content within mathematical lessons (both planned and enacted) is framed as mathematical stories and the felt tension between how information is revealed and withheld from students as the mathematical story unfolds is framed as its mathematical plot.