Articles, Book Chapters, and Conference Proceedings (excluding posters)
Articles, Book Chapters, and Conference Proceedings (excluding posters)
Russell, B., & Phelps-Gregory, C. M. (2025). Examining Task-Specific Incongruous Mathematics Self-Efficacy in University Intermediate Algebra Students. International Journal of Research in Undergraduate Mathematics Education. Click here
Phelps-Gregory, C. M., & Spitzer, S. M. (2024). A “different vibe”: The effect of discrete mathematics on undergraduate students’ mathematics beliefs. In Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education. Omaha, NE. Click here
Russell, B., & Phelps-Gregory, C. M. (2024). How students reconcile incongruous mathematics self-efficacy. In Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education. Omaha, NE. Click here
Phelps-Gregory, C. M., Redfield, G., & Frank, M. (2023). How pre-service teachers define good mathematics teaching and learning. Journal of Mathematics Education at Teachers College, 14(2), 9 – 16. Click here
Spitzer, S. M., & Phelps-Gregory, C. M. (2023). The relationship between prospective teachers’ mathematics knowledge for teaching and their ability to notice student thinking. Mathematics Education Research Journal. Click here
Zawisza, R., & Phelps-Gregory, C. M. (2023). Pre-service teachers’ previous mathematical experiences and current emotions about teaching. The Bannekar Banner, 35(1), 16 – 22. Click here
Phelps-Gregory, C. M., & Bell, R. (2023). Prospective elementary teachers’ mathematical beliefs about their own and their future students’ learning. MathAMATYC Educator, 14(2), 38 – 44.
Phelps-Gregory, C. M., & Spitzer, S. M. (2021). Prospective teachers’ analysis of a mathematics lesson: Examining their claims and supporting evidence. Journal of Mathematics Teacher Education, 24, 481–505. Click here
Piatek-Jimenez, K.., & Phelps-Gregory, C. M. (2021). Mathematics doctoral students' priorities: What they look for when choosing a Ph.D. program. In Proceedings of the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Philadelphia, PA, pp. 802 – 806. Click here
Mynatt, G., & Phelps-Gregory, C. M. (2021). Math anxiety: A case study on the individualized nature of math anxiety. In Karunakaran, S. S. & Higgins, A. (Eds.), 2021 Research in Undergraduate Mathematics Education Reports, pp. 197 – 205.
Phelps-Gregory, C. M., Frank, M., & Spitzer, S. M. (2020). Prospective elementary teachers’ beliefs about mathematical myths: A historical and qualitative examination. The Teacher Educator, 55(1), 6 – 27. Click here
Phelps-Gregory, C. M., & Spitzer, S. M. (2018). Assessing prospective teachers' analysis of teaching: How well can they link teaching and learning? Mathematics Teacher Educator, 7(1), 34 - 49. Click here Podcast: https://mtepodcast.amte.net/3
Spitzer, S. M., & Phelps-Gregory, C. M. (2018). Using online collaboration to improve prospective teachers’ analysis of teaching. Mathematics Teacher Educator, 6(2), 26 – 38. Click here
Phelps-Gregory, C. M., & Spitzer, S. M. (2018). Developing prospective teachers’ ability by classroom intervention: Replicating a classroom intervention. In T. Leuders, J. Leuders, & K. Philipp (Eds.), Diagnostic Competence of Mathematics Teachers: Unpacking a complex construct in teacher education and teacher practice. New York: Springer.
Flores, A., Phelps, C., & Jansen, A., (2017). Reflections on transformative experiences with mathematical inquiry: The case of Christine. PRIMUS, Click here
Spitzer, S. M. & Phelps-Gregory, C.M. (2017). Preservice teachers’ analysis of learning goals: The role of mathematics knowledge for teaching. Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN, pp. 389 – 407. Click here
Spitzer, S. M., & Phelps-Gregory, C. M. (2017). Using mathematical learning goals to analyze teacher noticing. In E. Schack, J. Wilhelm, & M. Fisher (Eds.), Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Cham, Switzerland: Springer.
Flores, A., Jansen, A., Phelps, C., & Cline, L. (2017). A mathematics inquiry course: Teaching mathematics in a humanistic way. In B. Gold (Ed.), Using Mathematics in the Philosophy of Teaching Mathematics: MAA Notes Volume 86. Washington DC: MAA Press.
Piatek-Jimenez, K., & Phelps, C. M. (2016). Using Disney’s Frozen to motivate mathematics: Bringing fractals into the classroom. Australian Primary Mathematics Classroom, 21(2), 18 – 25.
Phelps, C. M., & Spitzer, S. M. (2015). Prospective teachers’ conceptions and values about learning from teaching. Teachers and Teaching: Theory and Practice, 21(1), 61 – 73. Click here
Chamblin, R., & Phelps, C. M. (2015). Investigating the effects of classroom climate on math self-efficacy. Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Lansing, MI. Click here
Spitzer, S. M., & Phelps, C. M. (2015). Examining prospective teachers’ ability to notice and analyze evidence of students’ mathematics learning. Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Lansing, MI. Click here
Phelps, C. M., Shore, F. S., & Spitzer, S. M. (2014). Using Classroom Evidence to Inform and Improve Teaching. In Karp, K., & McDuffie, A. R. (Eds.), Annual Perspectives in Mathematics Education, 2014. Reston, VA: National Council of Teachers of Mathematics.
Spitzer, S. M., & Phelps, C. M. (2012). Assessing prospective elementary teachers’ ability to make links between teaching and learning. In Van Zoest, L. R, Lo, J., & Kratky, J. L. (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI.
Phelps, C. M., & Spitzer, S. M. (2012). Systematically improving lessons in teacher education: What’s good for prospective teachers is good for teacher educators. The Teacher Educator, 47, 328 – 347. Click here
Piatek-Jimenez, K., Marcinek, T., Phelps, C. M., & Dias, A. (2012). Helping students become quantitatively literate. Mathematics Teacher, 105(9), 692 – 696.
Spitzer, S. M., Phelps, C. M., Beyers, J. E. R., Johnson, D. Y., & Sieminski, E. S. (2011). Developing pre-service elementary teachers’ abilities to identify evidence of student mathematical achievement. Journal of Mathematics Teacher Education, 14(1), 67 – 87. Click here
Spitzer, S. M., & Phelps, C. M. (2011). Prospective teachers' use of lesson experiments: The effects of an online discussion board. In Wiest, L. R. & Lamberg, T. (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, NV.
Phelps, C. M. (2010). Factors that pre-service elementary teachers perceive as affecting their motivational profiles in mathematics. Educational Studies in Mathematics, 75, 293 – 309. Click here
Phelps, C. M. (2007). How pre-service elementary teachers define being good at mathematics. In Lamberg, T. & Wiest L. R. (Eds.), Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education [CD-ROM]. Eugene, OR: All Academic.