REFEREED JOURNAL ARTICLES
2023
Johnson, H. L., Olson, G., Tsinnajinnie, B., & Bechtold, L. (2023). Boundary transitions within, across and beyond a set of digital resources: Brokering in College Algebra. Digital Experiences in Mathematics Education. 7(2), 209-231. https://doi.org/10.1007/s40751-022-00113-2 [OPEN ACCESS]
Olson, G., Johnson, H. L., Robinson, R., Knurek, R., & Whitmore, K. A. (2023). Anchoring inverse and injective functions with techtivities. PRIMUS. https://doi.org/10.1080/10511970.2023.2253980 [OPEN ACCESS]
2022
Johnson, H. L. (2022). Task design for graphs: Rethink multiple representations with variation theory. Mathematical Thinking and Learning. 24(2), 91-98. https://doi.org/10.1080/10986065.2020.1824056 [OPEN ACCESS]
Olson, G. & Johnson, H. L. (2022). Promote students’ function reasoning with techtivities. PRIMUS. 32(5), 610-620. https://doi.org/10.1080/10511970.2021.1872751 [OPEN ACCESS]
REFEREED BOOK CHAPTERS
2023
Johnson, H. L., Olson, G., Gardner, A., & Wang, X. (2023). A college algebra intervention to address power dynamics and promote students’ reasoning. In Voigt, M., Hagman, J. E., Gehrtz, J., Ratliff, B., Alexander, N. & Levy, R. (Eds.). Justice through the lens of calculus: Framing new possibilities for diversity, equity, and inclusion (pp. 257-263). Mathematical Association of America. https://arxiv.org/pdf/2111.11486.pdf
Johnson, H. L., Olson, G., McClintock, E., Mesa, V., & Rasmussen, C. (2023). Theorizing a role of digital resources in promoting instructional change in mathematics departments. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of digital (curriculum) resources in mathematics education. Springer. https://doi.org/10.1007/978-3-030-95060-6_5-1
2022
Johnson, H. L. (2022). An intellectual need for relationships: Engendering students’ quantitative and covariational reasoning. In: Karagöz Akar, G., Zembat, İ.Ö., Arslan, S., Thompson, P.W. (eds) Quantitative reasoning in mathematics and science education. Mathematics Education in the Digital Era, vol 21. Springer, Cham. https://doi.org/10.1007/978-3-031-14553-7_2
REFEREED CONFERENCE PROCEEDINGS
2023
Knurek, R. & Johnson, H. L. (2023, October). Linear or nonlinear? Students’ graph reasoning and selection on an online assessment. In T. Lamberg & D. Moss (Eds.). Proceedings of the 45th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Vol 2). (pp. 258-267). University of Nevada, Reno. https://www.pmena.org/pmenaproceedings/PMENA%2045%202023%20Proceedings%20Vol%202.pdf
Whitmore, K. A., Knurek, R., Johnson, H. L., Bechtold, L., Olson, G., & Donovan, C. (2023, February) Implementing digital activities in college algebra: Two instructors’ views of benefits and challenges. In Cook, S., Katz, B., & Moore-Russo, D. (Eds.). Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1092-1097). Omaha, NE: RUME. http://sigmaa.maa.org/rume/RUME25v2.pdf /
2022
Bechtold, L., Donovan, C., & Johnson, H. L. (2022). College algebra students’ attitudes toward math and graphs: An exploratory factor analysis. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Eds.), Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1630-1634). Middle Tennessee State University. https://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf
Knurek, R. & Johnson, H. L. (2022). Linear or nonlinear? Relating college algebra students’ covariational reasoning and graph selection. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Eds.), Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 863-864). Middle Tennessee State University. https://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf
2021
Johnson, H. L., Olson, G., Smith, A., Gardner, A., Wang, X., & Donovan, C. (2021). Validating an assessment of students’ covariational reasoning. In Olanoff, D., Smith, K., and Spitzer, S (Eds.), Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 63-67). Philadelphia, PA. https://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf
REFEREED JOURNAL ARTICLES
2023
Johnson, H. L., Olson, G., Tsinnajinnie, B., & Bechtold, L. (2023). Boundary transitions within, across and beyond a set of digital resources: Brokering in College Algebra. Digital Experiences in Mathematics Education. 7(2), 209-231. https://doi.org/10.1007/s40751-022-00113-2 [OPEN ACCESS]
Olson, G., Johnson, H. L., Robinson, R., Knurek, R., & Whitmore, K. A. (2023). Anchoring inverse and injective functions with techtivities. PRIMUS. https://doi.org/10.1080/10511970.2023.2253980 [OPEN ACCESS]
2022
Johnson, H. L. (2022). Task design for graphs: Rethink multiple representations with variation theory. Mathematical Thinking and Learning. 24(2), 91-98. https://doi.org/10.1080/10986065.2020.1824056 [OPEN ACCESS]
Olson, G. & Johnson, H. L. (2022). Promote students’ function reasoning with techtivities. PRIMUS. 32(5), 610-620. https://doi.org/10.1080/10511970.2021.1872751 [OPEN ACCESS]
REFEREED BOOK CHAPTERS
2023
Johnson, H. L., Olson, G., Gardner, A., & Wang, X. (2023). A college algebra intervention to address power dynamics and promote students’ reasoning. In Voigt, M., Hagman, J. E., Gehrtz, J., Ratliff, B., Alexander, N. & Levy, R. (Eds.). Justice through the lens of calculus: Framing new possibilities for diversity, equity, and inclusion (pp. 257-263). Mathematical Association of America. https://arxiv.org/pdf/2111.11486.pdf
Johnson, H. L., Olson, G., McClintock, E., Mesa, V., & Rasmussen, C. (2023). Theorizing a role of digital resources in promoting instructional change in mathematics departments. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of digital (curriculum) resources in mathematics education. Springer. https://doi.org/10.1007/978-3-030-95060-6_5-1
2022
Johnson, H. L. (2022). An intellectual need for relationships: Engendering students’ quantitative and covariational reasoning. In: Karagöz Akar, G., Zembat, İ.Ö., Arslan, S., Thompson, P.W. (eds) Quantitative reasoning in mathematics and science education. Mathematics Education in the Digital Era, vol 21. Springer, Cham. https://doi.org/10.1007/978-3-031-14553-7_2
REFEREED CONFERENCE PROCEEDINGS
2023
Knurek, R. & Johnson, H. L. (2023, October). Linear or nonlinear? Students’ graph reasoning and selection on an online assessment. In T. Lamberg & D. Moss (Eds.). Proceedings of the 45th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Vol 2). (pp. 258-267). University of Nevada, Reno. https://www.pmena.org/pmenaproceedings/PMENA%2045%202023%20Proceedings%20Vol%202.pdf
Whitmore, K. A., Knurek, R., Johnson, H. L., Bechtold, L., Olson, G., & Donovan, C. (2023, February) Implementing digital activities in college algebra: Two instructors’ views of benefits and challenges. In Cook, S., Katz, B., & Moore-Russo, D. (Eds.). Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1092-1097). Omaha, NE: RUME. http://sigmaa.maa.org/rume/RUME25v2.pdf /
2022
Bechtold, L., Donovan, C., & Johnson, H. L. (2022). College algebra students’ attitudes toward math and graphs: An exploratory factor analysis. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Eds.), Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1630-1634). Middle Tennessee State University. https://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf
Knurek, R. & Johnson, H. L. (2022). Linear or nonlinear? Relating college algebra students’ covariational reasoning and graph selection. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Eds.), Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 863-864). Middle Tennessee State University. https://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf
2021
Johnson, H. L., Olson, G., Smith, A., Gardner, A., Wang, X., & Donovan, C. (2021). Validating an assessment of students’ covariational reasoning. In Olanoff, D., Smith, K., and Spitzer, S (Eds.), Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 63-67). Philadelphia, PA. https://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf