- Henricks, G., Jay, V., Beilstein, S., Perry, M. Bates, M., Moran, C., & Cimpian, J. (2019). Foundations of community in an online, asynchronous professional development website. In C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.). A wide lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019 (577-580). Lyon, France: International Society of the Learning Sciences.*
- Beilstein, S. O., Perry, M., & Bates, M. S. (2017). Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes. Teaching and Teacher Education, 63, 285-295.*
- Bajwa, N. P., & Perry, M. (2020, in press). Using a virtual pan balance as a support for developing understanding of mathematical equivalence. Mathematical Thinking and Learning, 22. DOI: 10.1080/10986065.2020.1700587
- Bosch, P.N., Huang, E., Angrave, L.C., & Perry, M. (2019). Modeling improvement for underrepresented minorities in online STEM education. In G.A. Papadopoulos, G. Samaras, S. Weibelzahl, D. Jannach, & O. Santos (Eds.), Proceedings of the 27th ACM Conference on User Modeling, Adaptation and Personalization (pp. 327-335). Larnaca, Cyprus: ACM.
- Wang, S., Perry, M., Mingle, L. A., & McConney, M. (2020, in press). Examining discourse structure in Chinese and U.S. elementary mathematics classes. International Journal of Educational Research, 99.
In this project, the investigators will explore different ways that elementary school teachers participate in online learning in a platform that includes videos, discussions, and other resources for mathematics teaching. Knowing that teachers may use the platform to different degrees depending on their interest and time available, the study will investigate how different profiles of participation influence teachers' learning.