Peer-Reviewed Journal Articles.

  1. Nieminen, Reinholz, D. L. & Valero, P. (in press). Mathematics is a battle, but I’ve learned to survive”: becoming a disabled student in university mathematics. Educational Studies in Mathematics.

  2. Reinholz, D. L., Moschetti, M. G., Camacho, J. T., Fuentes-Lopez, E., Wilkes II, C., & Shah, N. (in press). Equity in practice: Assigning competence to shape STEM student participation PLOS ONE.

  3. Reinholz, D. L. & Andrews, T. (2024). Change Research as a Scientific Enterprise in Biology Education: Practical Suggestions for Research. CBE-Life Sciences Education, 23(1). https://doi.org/10.1187/cbe.23-06-0103 (Download)

  4. Ngai, C., Pilgrim, M.E., Corbo, J. C., Falkenberg, K. ; Geanious, C., Reinholz, D. L., Smith, C. E., Stone-Johnstone, A.* & Wise, S. B. (2023). Guiding principles for change in undergraduate education: An analysis of a departmental team’s change effort. Physical Review Physics Education Research, 19(2), 020107. https://doi.org/10.1103/PhysRevPhysEducRes.19.020107 (Download)

  5. Bondurant, L., & Reinholz, D. L. (2023). “Rahul is a Math Nerd” and “Mia Can Be a Drama Queen”: How Mixed-Reality Simulations Can Perpetuate Racist and Sexist Stereotypes. Mathematics Teacher Educator, 11(3), 155-168. https://doi.org/10.5951/MTE.2021-0041 (Download)

  6. Byun, S., Shah, S., & Reinholz, D. L., (2023). When Only White Students Talk: EQUIP-ing Prospective Teachers to Notice Inequitable Participation. Mathematics Teacher Educator, 11(3), 155-168. https://doi.org/10.5951/MTE.2022-0018 (Download)

  7. Reinholz, D. L., Ridgway, S., Sukumar, P., & Shah. N (2023). Visualizing inequity: How STEM educators interpret data visualizations to make judgments about racial inequity. SN Social Sciences, 3, 76. https://doi.org/10.1007/s43545-023-00664-0 (Download)

  8. Leigh-Osroosh, K., Reinholz, D. L., Sianez Jr.*, L. M., & Shah, N. (2023). Data Analytics for Counselor Education: EQUIP as a tool for inclusive excellence. Teaching Practice Briefs. (Download)

  9. Wang, S., Sung, R., Reinholz, D. L., & Bussey, T. (2023). Equity Analysis of an Augmented Reality-mediated Group Activity in a College Biochemistry Classroom. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21847 (Download)

  10. Christensen, J., Shah, N., Ortiz, N. A., Stroupe, D., & Reinholz, D. L. (2022). Tracking Inequity: An Actionable Approach to Addressing Inequities in Physics Classrooms. The Physics Teacher. (Download)

  11. Reinholz, D. L. & Wilhelm, A. G., (2022). Race-gender D/discourses in mathematics education: (Re)-producing inequitable participation patterns across a diverse, instructionally-advanced district. Urban Education. (Download)

  12. Reinholz, D. L., Reid, A., & Shah, N. (2022). Not another bias workshop: Using equity analytics to promote anti-racist teaching. Change: The Magazine of Higher Learning. (Download)

  13. Reinholz, D. L., Johnson, E., Andrews-Larson, C., Stone-Johnstone, A., Smith, J., Mullins, B., Fortune, N., Keene, K., & Shah, N. (2022). When active learning is inequitable: Women’s participation predicts gender inequities in mathematical performance. Journal for Research in Mathematics Education, 53(3), 204-226. (Download)

  14. Reinholz, D. L. (2022). Interrogating innate intelligence racial narratives: Students’ construction of counter-stories within the history of mathematics. The International Journal of Research in Undergraduate Mathematics Education, 8, 36-63. https://doi.org/10.1007/s40753-021-00145-w (Download)

  15. Dorff, M., Mei, M., Reinholz, D. L., & Wakefield, T. (2022). Tipping the scales of mathematical leadership: The TPSE leadership institute. MAA Focus, February/March 2022. (Download)

  16. Reinholz, D. L., Pilgrim, M., Stone-Johnstone, A.*, Falkenberg, K., Geanious, C., Ngai, C., Corbo, J. C., & Wise, S. (2021). Focus on outcomes: Fostering systemic departmental improvements. To Improve the Academy. (Download)

  17. Tan, P., Yeh, C., & Reinholz, D. L. (2021). Rightful presence in times of crisis and uprisings: A call for disobedience. Equity & Excellence in Education, 54(2), 196-209. https://doi.org/10.1080/10665684.2021.1951631 (Download)

  18. Reinholz, D. L. & Ridgway, S. W. (2021). Access needs: Centering students and disrupting ableist norms in STEM. CBE-Life Sciences Education, 20(3) https://doi.org/10.1187/cbe.21-01-0017 (Download)

  19. Reinholz, D. L., Paleaz, K., & Shah, N. (2021). Capturing who participates and how: The stability of mathematics classroom observations using EQUIP. SN Social Sciences, 1(17), 1-18. https://doi.org/10.1007/s43545-021-00190-x (Download)

  20. Reinholz, D. L. & Shah, N. (2021). Equity and equality: Data visualizations as mediating artifacts for teacher sensemaking about racial and gender inequity. Contemporary Issues in Technology and Teacher Education (CITE), 21(3). https://citejournal.org/volume-21/issue-3-21/mathematics/equity-and-equality-how-data-visualizations-mediate-teacher-sensemaking-about-racial-and-gender-inequity/ (Download)

  21. Reinholz, D. L. (2021). Disability, mathematics, and the Goldilocks conundrum: Implications for mathematics education. For the Learning of Mathematics. (Download) 

  22. Reinholz, D. L., White, I., & Andrews, T. C. (2021). Change theory in STEM higher education: A systematic review. The International Journal of STEM Education, 8(1), 1-22. https://doi.org/10.1186/s40594-021-00291-2 (Download)

  23. Shah, N., Ortiz, N. A.*, Christensen, J.*, Stroupe, D., & Reinholz, D. L.. (2021). Who Participates? Making Equity Work in Classrooms Actionable. Educational Leadership. (Download)

  24. Reinholz, D. L. & Pilgrim, M. (2021). Student sensemaking of proofs at various distances: The role of epistemic, rhetorical, and ontological distance in the peer review process. Educational Studies in Mathematics, 106(2), 211-229. https://www.doi.org/10.1007/s10649-020-10010-3 (Download)

  25. Reinholz, D. L., Stone-Johnstone, A., White, I., Sianez Jr., L. M. & Shah, N. (2020). A pandemic crash course: Learning to teach equitably in synchronous online classes. CBE-Life Sciences Education, 19(4), ar60 https://doi.org/10.1187/cbe.20-06-0126 (Download)

  26. Voigt, M., & Reinholz, D. L. (2020). Calculating Queer Acceptance and Visibility: A Literature Synthesis on Queer Identity in Mathematics. https://doi.org/10.31219/osf.io/pumqe (Download)

  27. Shah, N., Christensen, J., Ortiz, N. A., Nguyen, A., Byun, S., Stroupe, D., & Reinholz, D. L. (2020). Racial Hierarchy and Masculine Space Participatory In/equity in Computational Physics Classrooms. Computer Science Education, 30(3), 254-278. https://doi.org/10.1080/08993408.2020.1805285 (Download)

  28. Reinholz, D. L., Rasmussen, C., & Nardi, E. (2020). Time for (research on) change in mathematics departments. The International Journal of Research in Undergraduate Mathematics Education, 6(2), 147-158. https://doi.org/10.1007/s40753-020-00116-7 (Download)

  29. Ngai, C., Pilgrim, M., Reinholz, D. L., Corbo, J. C., & Quan, G. (2020). Developing the DELTA: Capturing cultural changes in undergraduate STEM departments. CBE-Life Sciences Education, 19:arx, 1-14, Summer 2020. https://doi.org/10.1187/cbe.19-09-0180 (Download)

  30. Reinholz, D. L., Pawlak, A., Ngai, C., & Pilgrim, M. E. (2020). Departmental Action Teams: Empowering students as change agents in STEM departments. International Journal of Students as Partners, 4(1), 128-137. https://doi.org/10.15173/ijsap.v4i1.3869 (Download)

  31. Reinholz, D. L. & Andrews, T. C. (2020). Change theory and Theory of Change: What’s the difference anyway? The International Journal of STEM Education, 7(2). https://doi.org/10.1186/s40594-020-0202-3 (Download)

  32. Reinholz, D. L., Stone-Johnstone, A.*, & Shah, N. (2019). Walking the walk: Using classroom analytics to support faculty members to address implicit bias in teaching. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2019.1692211 (Download)

  33. Reinholz, D. L., Matz, R. L., Cole, R., Apkarian, N.* (2019). STEM Is not a monolith: A preliminary analysis of variations in STEM disciplinary cultures and implications for change. CBE-Life Sciences Education, 18(4), 1-14 https://doi.org/10.1187/cbe.19-02-0038 (Download)

  34. Reinholz, D. L., Corrales, A.*, & Stone-Johnstone, A.* (2019). The Access Network: Supporting the construction of social justice physics identities through student partnerships. International Journal of Students as Partners, 3(2), 44-61. https://doi.org/10.15173/ijsap.v3i2.3788 (Download)

  35. Ernest, J. B.*, Reinholz, D. L., & Shah, N. (2019). Hidden Competence: Women’s Mathematical Participation in Public and Private Classroom Spaces. Educational Studies in Mathematics, 102(2), 153-172. http://doi.org/10.1007/s10649-019-09910-w (Download)

  36. Reinholz, D. L., Pilgrim, M. E., & Finkelstein, N. (2019). Transforming undergraduate education from the middle out with Departmental Action Teams. Change Magazine, 51(5), 64-70. http://doi.org/10.1080/00091383.2019.1652078 (Download)

  37. Reinholz, D. L. & Andrews, T. (2019). Breaking Down Silos working meeting: An approach to fostering cross-disciplinary STEM-DBER collaborations through working meetings. CBE-Life Sciences Education, 18(3), mr3. https://doi.org/10.1187/cbe.19-03-0064 (Download)

  38. Quan, G. M., Corbo, J. C., Falkenberg, K., Finkelstein, N., Geanious, C., Ngai, C., Pawlak, A., Pilgrim, M. E., Reinholz, D. L., Smith, C., & Wise, S. (2019). Designing for institutional transformation: Six principles for department-level interventions. Physical Review Physics Education Research, 15(1), 010141. http://doi.org/10.1103/PhysRevPhysEducRes.15.010141 (Download)

  39. Reinholz, D. L., Ngai, C., Quan, G. M., Pilgrim, M. E., Corbo, J. C., & Finkelstein, N. (2019). Fostering sustainable improvements in science education: An analysis through four frames. Science Education, 103(5), 1125-1150. http://doi.org/10.1002/sce.21526 (Download)

  40. Ramo, J., Reinholz, D. L., Hasa, J., & Lahdenpera, J. (2019). Extreme Apprenticeship: Instructional Change as a Gateway to Systemic Improvement. Innovative Higher Education, 1-15. https://doi.org/10.1007/s10755-019-9467-1 (Download)

  41. Reinholz, D. L., Bradfield, K., & Apkarian, N. (2019). Using analytics to support instructor reflection on undergraduate mathematics instruction. The International Journal of Research in Undergraduate Mathematics Education. (Download)

  42. Reinholz, D. L. (2019). Five practices for supporting inquiry in analysis. Problems, Resources, and Issues in Mathematics Undergraduate Studies. https://doi.org/10.1080/10511970.2018.1500955 (Download)

  43. Ernest, J. B., & Reinholz, D. L. (2018). Off topic but on point: Student talk in an undergraduate geometry classroom. Journal for STEM Education Research. https://doi.org/10.1007/s41979-018-0003-5 (Download)

  44. Reinholz, D. L. (2018). A primer on small group instruction in undergraduate mathematics. Problems, Resources, and Issues in Mathematics Undergraduate Studies. https://doi.org/10.1080/10511970.2018.1471632 (Download)

  45. Reinholz, D. L. (2018). Large lecture halls: Whiteboards, not bored students. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 28(7), 670-682. https://doi.org/10.1080/10511970.2017.1394944 (Download)

  46. Reinholz, D. L. (2018). Equity during peer conferences: A linguistic comparison by race and gender. Journal of Research in STEM Education, 4(1), 54-67. (Download)

  47. Reinholz, D. L., Slominski, T.*, French, T. A., Pazicni, S., Rasmussen, C., & McCoy, B. (2018). Good problems within and across disciplines. Journal of Research in STEM Education, 4(1), 37-53. (Download)

  48. Reinholz, D. L. (2018). Reflective apprenticeship for teaching and learning mathematical proof. Journal of Research in STEM Education, 4(1), 68-80. (Download)

  49. Reinholz, D. L. (2018). Peer feedback for learning mathematics. The American Mathematical Monthly, 125(7), 653-658. https://doi.org/10.1080/00029890.2018.1483684 (Download)

  50. Reinholz, D. L. (2018). Three approaches to focusing peer feedback. The International Journal for the Scholarship of Teaching and Learning, 12(2). Art.9. (Download)

  51. Reinholz, D. L. & Shah, N. (2018). Equity Analytics: A Methodological Approach for Quantifying Participation Patterns in Mathematics Classroom Discourse. Journal for Research in Mathematics Education, 49(2), 140-177. https://doi.org/10.5951/jresematheduc.49.2.0140 (Download)

  52. Reinholz, D. L. & Apkarian, N.* (2018). Four frames for systemic change in STEM departments. International Journal of STEM Education, 5(3). http://dx.doi.org/10.1186/s40594-018-0103-x (Download)

  53. Reinholz, D. L. (2017). Design trees: Providing roots for revision in design-based research. International Journal of Learning Technology, 12(4), 275-293. (Download)

  54. Reinholz, D. L., Corbo, J. C., Dancy, M., & Finkelstein, N. (2017). Departmental Action Teams: Supporting faculty learning through departmental change. Learning Communities Journal, 9, 5-32. (Download)

  55. Reinholz, D. L. & Dounas-Frazer, D. R. (2017). Personalized instructor responses to guided student reflections: Analysis of two instructors’ perspectives and practices. American Journal of Physics, 85(11), 850-860. http://dx.doi.org/10.1119/1.5002683 (Download)

  56. Dounas-Frazer, D. R., Hyater-Adams, S. A.,* & Reinholz, D. L. (2017). Learning to do diversity work: A model for continued education of program organizers. The Physics Teacher, 55(342). http://aapt.scitation.org/doi/10.1119/1.4999728 (Download)

  57. Reinholz, D. L. (2017). Not-so-critical friends: Graduate student instructors and peer feedback. The International Journal for the Scholarship of Teaching and Learning, 11(2), Article 10. https://doi.org/10.20429/ijsotl.2017.110210 (Download)

  58. Reinholz, D. L. (2017). Co-Calculus: Integrating the Academic and the Social. International Journal of Research in Education and Science (IJRES), 3(2), 521-542. http://doi.org/10.21890/ijres.327911 (Download)

  59. Reinholz, D. L. & Gillingham, D.* (2017). Forms of formative assessment: Eliciting and using student thinking. For the Learning of Mathematics, 37(1), 9-11. (Download)

  60. Reinholz, D. L. (2017). Peer conferences in calculus: The impact of systematic training. Assessment & Evaluation in Higher Education, 42(1). http://dx.doi.org/10.1080/02602938.2015.1077197 (Download)

  61. Reinholz, D. L. (2016). Improving calculus explanations through peer review. Journal of Mathematical Behavior, 44, 34-49 http://doi.org/10.1016/j.jmathb.2016.10.001 (Download)

  62. Reinholz, D. L. (2016). Developing mathematical practices through reflection cycles. Mathematics Education Research Journal, 28(3), 441-455 http://doi.org/10.1007/s13394-016-0175-1 (Download)

  63. Gandhi, P. R., Livezey, J., Zaniewski, A. M., Reinholz, D. L., & Dounas-Frazer, D. R. (2016). Attending to experimental physics practices and lifelong learning skills in an introductory laboratory course. American Journal of Physics, 84(9). http://dx.doi.org/10.1119/1.4955147 (Download)

  64. Zaniewski, A. M. & Reinholz, D. L. (2016). Increasing STEM success: A near-peer mentoring program in the physical sciences. International Journal of STEM Education, 3(14). http://doi.org/10.1186/s40594-016-0043-2 (Download)

  65. Reinholz, D. L. & Dounas-Frazer, D. R. (2016). Using Peer Feedback to Promote Reflection on Open-Ended Problems. The Physics Teacher, 54(364). http://dx.doi.org/10.1119/1.4961181(Download)

  66. Corbo, J. C., Reinholz, D. L., Dancy, M. H., Deetz, S. & Finkelstein, N. (2016). Framework for transforming departmental culture to support educational innovation. Physical Review Physics Education Research, 12(1) 010113. http://link.aps.org/doi/10.1103/PhysRevPhysEducRes.12.010113 (Download)

  67. Reinholz, D. L. (2016). The assessment cycle: A model for learning through peer assessment. Assessment & Evaluation in Higher Education, 41(2), 301-315. http://doi.org/10.1080/02602938.2015.1008982 (Download)

  68. Dounas-Frazer, D. R. & Reinholz, D. L. (2015). Attending to lifelong learning skills through guided reflection in a physics class. American Journal of Physics, 83(10), 881-891. http://dx.doi.org/10.1119/1.4930083 (Download)

  69. Landers, M. & Reinholz, D. L. (2015). Students’ Reflections on Mathematics Homework Feedback. Journal for Developmental Education, 38(3), 22-31. (Download)

  70. Reinholz, D. L., Cox, M., & Croke, R. (2015). Supporting graduate student instructors in calculus The International Journal for the Scholarship of Teaching and Learning, 9(2), Article 11. Available at: http://digitalcommons.georgiasouthern.edu/ij-sotl/vol9/iss2/11 (Download)

  71. Reinholz, D. L. (2015). Peer-Assisted Reflection: A design-based intervention for improving success in calculus. International Journal of Research in Undergraduate Mathematics Education, 1(2), 234-267. http://doi.org/10.1007/s40753-015-0005-y (Download)

Reports and Tools.

  1. Using Equity Data from Classrooms to Support Teacher Learning for Racial Equity (2023). Shah, N., Reinholz, D. L. & Harris, A. Report from the UCLA Center for the Transformation of Schools. Los Angeles, CA: MTSS Research Consortium. (Download)

  2. Towards a teaching framework for assessing and promoting teaching quality at CU Boulder (2015). Finkelstein, N., Reinholz, D. L., Corbo, J. C., & Bernstein D.J. Report from the STEM Institutional Transformation Action Research (SITAR) Project, Boulder, CO: Center for STEM Learning. (Download)

  3. Reinholz, D. L.  (2014) Action Research: Solving Problems of Practice Through Practice . Denver, CO: Public Education and Business Coalition.

  4. Reinholz, D. L.  & Hoffer, W. W., (2014) Providing Roots for STEM Education. Denver, CO: Public Education and Business Coalition

  5. Schoenfeld, A. H., Floden, R. E., & the Algebra Teaching Study  and Mathematics Assessment Project. (2014). The TRU Math Scoring Rubric. Berkeley, CA & E. Lansing, MI: Graduate School of Education, University of California, Berkeley & College of Education, Michigan State University. Retrieved from http://ats.berkeley.edu/tools.html

Refereed Conference Papers and Book Sections

  1. Reinholz, D. L.., Pilgrim, M. E., Falkenberg, K., Ngai, C., Quan, G., Wise, S., Geanious, C., Corbo, J. C., Finkelstein, N. (2018) Departmental Action Teams: A five-year update on a model for sustainable change. Proceedings of the Reinvention Collaborative 2018 National Conference. Arlington, VA. (Download)

  2. Reinholz, D. L. (2018) Student status in peer conferences. Proceedings of the 2018 Conference on Research in Undergraduate Mathematics Education. (Download)

  3. Reinholz, D. L. & Shah, N. (2017) EQUIP-ing teachers to address issues of classroom equity. Paper presented at the Annual Meeting of the American Education Research Association, San Antonio, TX.

  4. Reinholz, D. L. (2017) Making RUME for Institutional Change. Proceedings of the 2017 Conference on Research in Undergraduate Mathematics Education. (Download)

  5. Reinholz, D. L. (2017) Graduate Student Instructors learning from peer observations. Paper presented at the 2017 Conference on Research in Undergraduate Mathematics Education (Download)

  6. Rainey, K.,* Corbo, J. C.,  Reinholz, D. L., & Betterton, M. (2016). Improving representation in physical sciences using a Departmental Action Team. In D. L. Jones, L. Ding, & A. Traxler (Eds.), 2016 Physics Education Research Conference Proceedings (pp. 264-267). Sacramento, CA. https://doi.org/10.1119/perc.2016.pr.061 (Download)

  7. Shah, N.,  Reinholz, D. L., Guzman, L.,* Bradfield, K.,* & Low, S.* (2016). Equitable participation in a mathematics classroom from a quantitative perspective. In M. B. Wood, E. Turner, & M. Civil (Eds.), Sin fronteras: Questioning borders with(in) mathematics education – Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (pp. 1259-1265). Tuscon, AZ: University of Arizona.

  8. Shah, N.,  Reinholz, D. L., Guzman, L.,* Bradeld, K.,* & Fernandes, J. A.* (2016). Analyzing equity in whole-class discussions in mathematics classrooms. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.

  9. Corbo, J. C.,  Reinholz, D. L., Dancy, M. H., & Finkelstein, N. (2015). Department Action Teams: Empowering Faculty to Make Sustainable Change. Paper presented at The Physics Education Research Conference 2015. (Download)

  10. Reinholz, D. L. (2015). Supporting peer conferences in introductory calculus. Proceedings of the 37th Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: Michigan State University.  (Download)

  11. Reinholz, D. L., Cox, M., & Croke, R. (2015). Supporting graduate student instructors in calculus. Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: Michigan State University. (Download)

  12. Reinholz, D. L., Corbo, J. C., Dancy, M. H., Deetz, S., and Finkelstein, N. (2015). Towards a Model of Systemic Change in University STEM Education. In G. C. Weaver, W. D. Burgess, A. L. Childress, and L. Slakey (Eds.), Transforming Institutions: 21st Century Undergraduate STEM Education. West Lafayette, IN: Purdue University Press. (Download)

  13. Reinholz, D. L. (2013). Designing Instructional Supports for Mathematical Explanations. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. (Download)

  14. Landers, M. G. &  Reinholz, D. L. (2013). Reflections on Mathematics Homework Feedback. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

  15. Wernet, J., Lepak, J., Seashore, K.,  Reinholz, D. L. & Hu, S. (2013). Robust Understanding of Algebra: A Framework for Capturing Student Learning and Instructional Practices. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

  16. Reinholz, D. L. (2013). PAR for the Course: Developing Mathematical Authority. Paper presented at the annual conference on research in undergraduate mathematics education, Denver, CO. (Download)

  17. Reinholz, D. L. & Pilgrim, M. (2013). Wait a Minute…is That Enough to Make a Difference? Paper presented at the annual conference on research in undergraduate mathematics education, Denver, CO. (Download)

  18. Reinholz, D. L. (2012). Becoming a Mathematical Authority: The Solution Lies in the Solution. In L. R. Van Zoest & J. L. Kratky (Eds.). Proceedings of the 34th Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (pp. 242 – 245). Kalamazoo, MI: Western Michigan University. (Download)

  19. Ayieko, R. A., Floden, R. E., Hu, A., Lepak, J.,  Reinholz, D. L., & Wernet, J. (2012). Transitioning From Executing Procedures to Robust Understanding of Algebra. In L. R. Van Zoest & J. L. Kratky (Eds.). Proceedings of the 34th Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (pp. 845 – 848). Kalamazoo, MI: Western Michigan University. (Download)

  20. Kim, H., Seashore, K., &  Reinholz, D. L. (2012). Teaching for Robust Understanding in Mathematics. In L. R. Van Zoest & J. L. Kratky (Eds.). Proceedings of the 34th Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1006). Kalamazoo, MI: Western Michigan University. (Download)

  21. Ranney, M.A., Clark, D.,  Reinholz, D. L., & Cohen, S. (2012). Changing Global Warming Beliefs with Scientic Information: Knowledge, Attitudes, and RTMD (Reinforced Theistic Manifest Destiny Theory). Proceedings of the 34th Annual Meeting of the Cognitive Science Society (pp. 2228 – 2233). Sapporo, Japan. (Download)

  22. Ranney, M.A., Clark, D.,  Reinholz, D. L., & Cohen, S. (2012). Improving Americans’ modest global warming knowledge in the light of RTMD (Reinforced Theistic Manifest Destiny) theory. In The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences. (pp. 481 – 482). Sydney, Australia. (Download)

  23. Howison, M., Trninic, D.,  Reinholz, D. L., & Abrahamson, D. (2011). The Mathematical Imagery Trainer: from embodied interaction to conceptual learning. In G. Fitzpatrick & C. Gutwin (Eds.), Proceedings of the ACM CHI Conference on Human Factors in Computing Systems (CHI 2011), Vancouver, May 7-12, 2011. (Download)

  24. Abrahamson, D., Gutierrez, J. F., Lee, R. G.,  Reinholz, D. L., & Trninic, D. (2011). From tacit sensorimotor coupling to articulated mathematical reasoning in an embodied design for proportional reasoning. In R. Goldman (Chair), H. Kwah & D. Abrahamson (Organizers) & R. P. Hall (Discussant) (Eds.). Diverse perspectives on embodied learning: what’s so hard to grasp? Symposium presented at the annual meeting of the American Educational Research Association (SIG Advanced Technologies for Learning). New Orleans, LA. (Download)

  25. Wernet, J., Lepak, J., Seashore, K., Nix, S. E, &  Reinholz, D. L. (2011). Assessing What Counts. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA (Download)

  26. Reinholz, D. L., Shah, N., & Kim, H. (2011). Capturing What Counts: Classroom Practices That Lead To Robust Understanding of Algebra. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. (Download)

  27. Reinholz, D. L., Trninic, D., Howison, M., & Abrahamson, D. (2010). It’s not easy being green: embodied artifacts and the guided emergence of mathematical meaning. In P. Brosnan, D. Erchick & L. Flevares (Eds.), Proceedings of the Thirty-Second Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 32) (Vol. VI, pp. 1488 – 1496). Columbus, OH: PME-NA. (Download)

  28. Trninic, D.,  Reinholz, D. L., Howison, M., & Abrahamson, D. (2010). Design as an object-to-think-with: semiotic potential emerges through collaborative reflective conversation with material. In P. Brosnan, D. Erchick & L. Flevares (Eds.), Proceedings of the Thirty-Second Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 32) (Vol. VI, pp. 1523 – 1530). Columbus, OH: PME-NA. (Download)