Selected Publications

JOURNAL ARTICLES

  1. Anhalt, C. & Cortez, R. (revise & resubmit per editor request). Developing Understanding of Mathematical Modeling in Secondary Teacher Preparation, Journal of Mathematics Teacher Education (JMTE).

  2. 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.

  3. 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.

  4. 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.

  5. 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

  6. 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.

  7. 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.

  8. 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.

  9. 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.

  10. Anhalt, C., Farias, L., Farias, S., Oliveras, J., & Ulliman, M. (2009). Teaching math to ELL students. Leadership Association of California School Administrators, May/June.

  11. 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.

  12. 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.

  13. 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

  1. 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.

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. 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.