Selected Publications
JOURNAL ARTICLES
- Anhalt, C. & Cortez, R. (revise & resubmit per editor request). Developing Understanding of Mathematical Modeling in Secondary Teacher Preparation, Journal of Mathematics Teacher Education (JMTE).
- Anhalt, C. & Cortez, R. (2015). Mathematical Modeling: A Structured Process. Article featured on cover of the Focus Issue on Mathematical Modeling, Mathemtatics Teacher, 108(6), February, pp. 446-452, National Council of Teachers of Mathematics.
- Felton, M., Anhalt, C., & Cortez, R. (2015). Going with the Flow: Challenging Students to Make Assumptions. Focus Issue on Mathematical Modeling, Mathematics Teaching in the Middle School (MTMS), 20(6), February, pp. 342-349, National Council of Teachers of Mathematics.
- Cortez, R. & Anhalt, C. (2014). “Readers Write” – “More on modeling eliciting activities” Vol. 19, No. 6, February 2014). A correction response to “Model Eliciting Activities: A Home Run” by Marta T. Magiera (February 2013 issue, pp. 348-55), Mathematics Teaching in the Middle School (MTMS), Vol. 19, No. 6, pp. 324-26.
- Anhalt, C. & Rodriguez, M. (2013). K-8 Teachers’ Concerns about Teaching Latino/a Students, Journal of Urban Mathematics Education, Vol. 6, No. 2, pp. 42–61,©JUME, http://education.gsu.edu/JUME
- Moore, I., Hockenberry, M., Anhalt, C., McCarthy, K., & Krull, K. (2011). Mathematics intervention for prevention of neurocognitive deficits in childhood leukemia. Pediatric Blood and Cancer Journal (medical research), September 2011.
- Anhalt, C. & Ondrus, M. (2009). A first collaboration: A mathematician, mathematics educator teach a course at the University of Arizona, collaborations and coalitions. Teaching Teachers Mathematics: Research, Ideas, Projects, Evaluation (Ed. Cathy Kessel), Mathematical Sciences Research Institute (MSRI), Critical Issues in Mathematics Education Series, Volume 3.
- Fernandes, A., Anhalt, C., & Civil, M. (2009). Mathematical interviews to assess Latino students. Teaching Children Mathematics, October 2009 TCM Focus Issue, Equity: Teaching, Learning, and Assessing Mathematics for Diverse Populations. Reston, VA: NCTM.
- Anhalt, C., Farias, L., Farias, S., Oliveras, J., & Ulliman, M. (2009). Lesson study: Collaboration among middle school mathematics teachers of Latino students. Teaching for Excellence and Equity in Mathematics, TODOS: Mathematics for ALL, an affiliate of the NCTM, 1(1), pp. 38-41.
- Anhalt, C., Farias, L., Farias, S., Oliveras, J., & Ulliman, M. (2009). Teaching math to ELL students. Leadership Association of California School Administrators, May/June.
- Anhalt, C., Fernandes, A., & Civil, M. (2007). Exploring Latino students’ understanding of measurement on NAEP items, Proceedings for the Psychology of Mathematics Education North-American Chapter (PME-NA) Annual Conference, Lake Tahoe, NV, October 2007.
- Anhalt, C., Ondrus, M., & Horak, G. (2007). Issues of language: Insights from middle school teachers’ participation in a mathematics lesson in Chinese. Mathematics Teaching in the Middle School, 13(1), pp. 18-23. Reston, VA: National Council of Teachers of Mathematics.
- Anhalt, C., Ward, R. & Vinson, K. (2005) Teacher candidates’ growth in designing mathematical tasks as exhibited in their lesson planning. The Teacher Educator, Ball State University Teachers College Publication.
BOOK AND MONOGRAPH CHAPTERS
- Anhalt, C., Staats, S., Civil, M., & Cortez, R. (invited, submitted). Mathematical Modeling and Culturally Relevant Pedagogy. Book chapter in Yehudit Judy Dori, Zemira Mevarech, and Dale Baker (Eds.), Cognition, Metacognition, and Culture in STEM Education. Springer: the language of science, Publishing Editor Education, The Netherlands.
- Anhalt, C. (2014). Scaffolding in Mathematical Modeling for ELLs. Book chapter in Marta Civil and Erin Turner (Eds.) The Common Core State Standards in Mathematics for English Language Learners: Grades K-8, pp. 111-126. Book series: The Common Core State Standards and English Language Learners, Series Editor: Luciana C. de Oliveira, Teachers College, Columbia University. Teaching English to Speakers of Other Languages (TESOL) International Association Publications.
- Rising, G. & Patenaude, R. (2014). Letters to a young math teacher. Contributions made by C. Anhalt, credit given in acknowledgements. W. Parks Publishing, ISBN-13: 978-1494273200, ISBN-10: 1494273209.
- Anhalt, C., & Eli, J. (2012). Building Connections from Whole Number to Polynomial Long Division: Teaching English Language Learners. Book chapter in S. Celedón-Pattichis & Ramírez, N. (Eds) Beyond Good Teaching: Advancing Mathematics for English LanguageLearners. Reston, VA: NCTM.
- Anhalt, C., & Ondrus, M. (2011). Algebraic and geometric representations of perimeter with algebra blocks: Professional development for teachers of English language learner in the U.S.. Book chapter in Téllez, K., Moschkovich, J.N., & Civil, M. (Eds.) Latinos and mathematics education: Research on learning and teaching in classrooms and communities. Charlotte, NC: Information Age Publishers. Book review by Cecilia Henríquez Fernández, Journal of Urban Mathematics Education December 2011, Vol. 4, No. 2, pp. 131–139.
- Fernandes, A., Anhalt, C., & Civil, M. (2010). Going beyond ‘multiple choice’: Probing Mexican-American students’ thinking and communicating on assessment items in measurement. TODOS Research Monograph II, Assessment of Hispanic/Latino Students in Mathematics.
- Anhalt, C., Karp, K., & Minerva, L. (2010). Facilitator’s guide questions. In C. Fosnot (Ed.) Models of intervention in mathematics: Reweaving the tapestry. Reston, VA: NCTM.
- Anhalt, C., Ward, R., & Vinson, K. (2004). The mathematics curriculum: Prosecution, defense, verdict. Book chapter in Vinson, K. and Ross, W. (Eds.), Defending public schools: Curriculum. Greenwood Publishing Group, Praeger, pp. 47-60.