Recent papers

I write about:

  • Meaningful learning and representational fluency (Fonger, 2012, 2014, 2019b)
  • Learning progressions and learning trajectories for functional thinking in algebra (Fonger, Dogan, Ellis, 2017) and early algebra (Fonger, Stephens et al., 2018; Stephens, Fonger et al., 2017)
  • Computer algebra systems in school algebra and instructional supports (Davis & Fonger, 2015; Fonger, 2014; 2018; Fonger, Davis, Rohwer, 2018)
  • Linking research and practice through community, collaboration, and communication (Fonger, 2019a; Fonger, Reiten, Strachota, & Ozgur, 2017; Mayer, Huntley, Fonger, Terrell, 2019)

Please email me if you cannot find what you’re looking for. Thank you for engaging with my work.

Fonger, N. L. (2019b). Sketchnotes: A communication tool to strengthen research and practice links. Paper presented at the National Council of Teachers of Mathematics Research Conference. April 4, 2019: San Diego, CA. View paper here

Fonger, N. L. (2019a). Meaningfulness in representational fluency: An analytic framework for students’ creations, interpretations, and connections. Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2018.10.003 #meaningfullearning #representationalfluency #analyticframework

FREE access to PDF of Published paper – Click Here!


Mayer, J., Huntley, M. A., Fonger, N. L., Terrell, M. (2019). Unanticipated teacher professional development through collaboration on a research project. Mathematics Teacher.
#linkingresearchandpractice #curriculum #research

https://www.nctm.org/Publications/Mathematics-Teacher/2019/Vol112/Issue5/Professional-Learning-through-Teacher-Researcher-Collaborations/https://www.nctm.org


Fonger, N. L., Dogan, M. F., & Ellis, A. (2017). Students’ clusters of concepts of quadratic functions. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 329-336). Singapore: PME.

Stephens, A. C., Fonger, N., Strachota, S., Isler, I., Blanton, M., Knuth, E., Gardiner, A. M. (2017). A learning progression for elementary students’ functional thinking. Mathematical Thinking and Learning, 19(3), 143-166. https://doi.org/10.1080/10986065.2017.1328636

Fonger, N. L., Reiten, L., Strachota, S., Ozgur, Z. (2017). Engaging in research: Why? How? Now! Mathematics Teacher, 110(6), 462-465. JSTORResearchGate

Fonger, N. L., Stephens, A., Blanton, M., Isler, I., Knuth, E., Gardiner, A. (2018). Developing a learning progression for curriculum, instruction, and student learning: An example from mathematics education. Cognition and Instruction, 36(1), 30-55. https://doi.org/10.1080/07370008.2017.1392965


Fonger, N. L. (2018). A design-based research partnership to support students’ coordination of computer algebra systems and paper-and-pencil. International Journal for Technology in Mathematics Education, 25(1), 3-18.
https://doi: 10.1564/tme_v25.1.01
PDF 2018_Fonger_IJTME_CAS Activity Structure


Fonger, N. L., Davis, J. D., & Rohwer, M. L. (2018). Instructional supports for representational fluency in solving linear equations with computer algebra systems and paper-and-pencil. School Science and Mathematics. https://doi:10.1111/ssm.12256
PDF available here.

Stephens, A. C., Fonger, N., Strachota, S., Isler, I., Blanton, M., Knuth, E., Gardiner, A. M. (2017). A learning progression for elementary students’ functional thinking.F Mathematical Thinking and Learning, 19(3), 143-166. https://doi.org/10.1080/10986065.2017.1328636

Davis, J. D., & Fonger, N. L. (2015). An analytical framework for categorizing the use of CAS symbolic manipulation in textbooks. Educational Studies in Mathematics. ResearchGate

Fonger, N. L. (2014). Equivalent expressions using CAS and paper-and-pencil techniques. Mathematics Teacher, 107(9), 688-693. 

Fonger, N. L. (2012). Shed new light on student thinking with a representational lens. Consortium: The newsletter of the consortium for mathematics and its applications, 102, 1-6. ResearchGate

Fonger, N. L. (2011). Lessons learned as a novice researcher: The case of a pilot study in mathematics education. The Hilltop Review, 4(2), 55-62. Retrieved October 25, 2011, from http://www.wmich.edu/gsac/Events/Spring2011/Hiiltop%20Review/Hilltop_Review_4.2.2011_Final.pdf ResearchGate

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