CEMELA Publications
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), 18-23. 
Anhalt, C., Fernandes, A., & Civil, M. (2007). Exploring latino students' understanding of measurement on NAEP items.
In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 677-680). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
Civil, M. (2006). Working towards equity in mathematics education: A focus on learners,
teachers, and parents. In S. Alatorre, J.L. Cortina, M. Sáiz, & A. Méndez (Eds.),
Proceedings of the Twenty Eighth Annual Meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education (Vol. 1, 30-50). Mérida,
Mexico: Universidad Pedagógica Nacional.
Civil, M. & Quintos, B. (2006). Engaging families in children's mathematical learning: Classroom visits with latina mothers. New Horizons for Learning
Online Journal, XII(1).
Díez-Palomar, J., & Civil, M. (2007). El impacto de la migracion sobre el aprendizaje de las matemáticas en el contexto de unal ciudad fronteriza en el Suroeste de los Estados Unidos.
Matematicalia.
Díez-Palomar, J., Simic, K., & Varley, M. (2007). "Math is everywhere:" Connecting mathematics to students' lives. [Electronic version]. Journal of Mathematics
and Culture, 1, 2.
Díez-Palomar, J., Simic-Muller, K., & Varley, M. (2007). El club
de
matemáticas. Una experiencia cultural de matemáticas de la vida
cotidiana, para la diverisdad. UNO. Revista de didáctica de las
matemáticas, 45.
Diez-Palomar, J., Menéndez, J.M., Civil, M., & Acosta-Iriqui, J. (2007). Latino families involvement in their children's mathematics education.
In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 690-693). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
Díez-Palomar, J., Varley, M., & Simic, K. (2006). Children and adults talking and doing
mathematics: A study of an after-school math club. In S. Alatorre, J.L. Cortina, M. Sáiz,
& A. Méndez (Eds.), Proceedings of the Twenty Eighth Annual Meeting of the North American
Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2,
450-456). Mérida, Mexico: Universidad Pedagógica Nacional.
Dominguez, H. (2007). Creating a possible world with actual minds: Bilingual students and El Maga, a teacher-like cyber figure in a
mathematics after-school program. Proceedings of the Second Socio-cultural Theory in Educational Research and Practice Conference: Theory,
Identity and Learning. Manchester, England: September 10-11, 2007.
Fernandes, A. (2007). A partnership between a middle school mathematics teacher and a university researcher centered on the content and teaching.
In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 773-779). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
McLeman Kondek, L. & Cavell, H. (In press, 2008). "Using children's work in a content course to support the
development of preservice elementary teachers' mathematical knowledge for teaching fractions." Teaching Children Mathematics.
Marshall, M., Musanti, S., & Celedón-Pattichis, S. (2007). Young latino students' learning in problem-based reform mathematics classrooms: Developing mathematical thinking and communication.
In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 499-501). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
McLeman Kondek, L., & Cavell, H. (2007). Two preservice elementary teachers' perceptions about their learning and understanding of fractions.
In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 1076-1078). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
Turner, E., Celedón-Pattichis, S., & Marshall, M. (in press). Cultural and linguistic resources to promote problem solving and
mathematical discourse among Latino/a kindergarten students. TODOS Monograph.
Turner, E., Celedón-Pattichis, S., Marshall, M., & Tennison, A. (in press). Fíjense amorcitos, les voy a contar una historia:
The Power of Story to Support Solving and Discussing Mathematical Problems with Latino\a Kindergarten Students. To appear in
Mathematics For All: Strategies for Differentiating Instruction. Reston, VA: National Council of Teachers of Mathematics.
Radosavljevic, A., & Willey, C. (2007, September). Play and Building Histories/Identities of Math Competencies for Latinos/as.
Proceedings of the Second Socio-cultural Theory in Education Research and Practice Conference: Theory, Identity and Learning, Manchester University, UK.
Vomvoridi-Ivanovic, E., & Khisty, L. (2007). The multidimentionality of language in mathematics: The case of five prospective latino/a teachers.
In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 991-998). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
