## Peer Reviewed Publications

DeJarnette, A. F. (2016). Students’ discourse when working in pairs at the computer in an eighth grade mathematics class. *Language and Education*. Advance online publication. doi:10.1080/09500782.2016.1141934

DeJarnette, A.F., González, G., Deal, J. T., Rosado Lausell, S. L. (2016). Students’ conceptions of reflective symmetry: Opportunities for making connections with perpendicular bisector. *Journal of Mathematical Behavior, 43, *35–52.

DeJarnette, A. F., & González, G. (2016). Thematic analysis of students' talk while solving a real-world problem in geometry. *Linguistics and Education, 35, *37–49.

DeJarnette, A. F., Rosado, Lausell, S. L., & Gonzále, G. (2015). Shadow puppets: Exploring a context for similarity and dilations. *The Mathematics Teacher, 109*(1), 20–27.

DeJarnette, A. F., & González, G. (2015). Positioning during group work on a novel task in Algebra II. *Journal for Research in Mathematics Education, 46*(4), 378–422.

González, G., & DeJarnette, A. F. (2015). Teachers' and students' negotiation moves when teachers scaffold group work. *Cognition and Instruction, 33*(1), 1–45.

DeJarnette, A. F., Walczak, M., & González, G. (2014). Students' concepts- and theorems-in-action on a novel task about similarity. *School Science and Mathematics, 114*(8), 405–414.

DeJarnette, A. F., Dao, J., & González, G. (2014). Learning what works: Promoting productive small-group discussions. *Mathematics Teaching in Middle School, 19*(7), 414–419.

DeJarnette, A. F., & González, G. (2013). Building students’ reasoning skills by promoting student-led discussions in an Algebra II class. *The Mathematics Educator, 23*(1), 3–23.

González, G., & DeJarnette, A. F. (2013). Leading classroom discussions. *Mathematics Teaching in Middle School, 18*(9), 544–551.

González, G., & DeJarnette, A. F. (2013). Geometric reasoning about a circle problem. *The Mathematics Teacher, 106*(8), 586–591.

González, G., & DeJarnette, A. F. (2012). Agency in a geometry review lesson: A linguistic view on teacher and student division of labor. *Linguistics and Education, 23*(2)*, *182–199.

## Peer Reviewed Conference Proceedings and Presentations

DeJarnette, A. F. (2016, November). (accepted). *Students’ use of a computer programming environment to represent distance as a function of time*. Paper to be presented at the annual meeting of the North American Chapter of International Group for the Psychology of Mathematics Education, Tucson, AZ.

DeJarnette, A. F., Hord, C., & Marita, S. (2016, November). (accepted). *Using linguistics to examine a tutoring session about linear functions*. Paper to be presented at the annual meeting of the North American Chapter of International Group for the Psychology of Mathematics Education, Tucson, AZ.

Lockwood, E., Asay, A., DeJarnette, A. F., & Thomas, M. (2016, November). (accepted). *Algorithmic thinking: An initial characterization of computational thinking in mathematics*. Paper to be presented at the annual meeting of the North American Chapter of International Group for the Psychology of Mathematics Education, Tucson, AZ.

DeJarnette, A. F., & González, G. (2016, April). *Geometry students’ arguments about a 1-point perspective drawing*. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.

Hord, C., DeJarnette, A. F., & Marita, S. (2015). Justification in the context of linear functions: Gesturing as support for students with learning disabilities*.* In T. G. Bartell, K. N. Bieda, K. Bradfield, & H. Dominguez (Eds.), *Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics *Education (p. 587). East Lansing, MI: Michigan State University.

DeJarnette, A. F., & Gregson, S. (2015, October). *Projections of the globe: Using GeoGebra to study world maps*. Session presented at the Ohio Council of Teachers of Mathematics 65th Annual Conference, Cincinnati, OH.

DeJarnette, A. F. (2015, September). *Students’ use of a computer-programming environment as a realistic context for learning algebra*. Paper presented at the Fifth Annual International Realistic Mathematics Education Conference, Boulder, CO.

DeJarnette, A. F., & González, G. (2015, April). *Multiple meanings of an inscription during group work on a geometry problem.* Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

DeJarnette, A. F. (2014, April). *Students’ instrumented activity using Etoys to construct trigonometric functions*. Paper presented at the National Council of Teachers of Mathematics Research Conference, New Orleans, LA.

DeJarnette, A. F. (2014, April). *Students’ conceptions of sine and cosine functions: Using multiple representations in a computer programming environment*. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

DeJarnette, A. F. (2014, April). *Positioning practices across pairs of students working on computers in high school mathematics*. Poster presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

González, G., & DeJarnette, A. F. (2014, April). Teachers' and students' negotiation moves when teachers scaffold group work. In G. González (Chair), *Using Systemic Functional Linguistics to study classroom discourse*. Symposium presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

DeJarnette, A. F. (2013, November). *Students’ moves to challenge their peers during group work: Interpersonal and mathematical implications.* Paper presented at the Thirty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago, IL.

DeJarnette, A. F. (2013, September). *Mathematizing a contextual problem in Algebra II using Etoys*. Paper presented at the Fourth Annual International Realistic Mathematics Education Conference, Boulder, CO.

DeJarnette, A. F. (2013, April). *Exploring tasks related to congruence in three middle school textbooks*. Poster presented at the annual meeting of the National Council of Teachers of Mathematics Research Pre-Session, Denver, CO.

DeJarnette, A. F., & González, G. (2013, April). Positioning during group work on a novel task in Algebra Two*.* In G. González (Chair), *Mathematics education research using Systemic Functional Linguistics.* Symposium presented at the annual meeting of the National Council of Teachers of Mathematics Research Pre-Session, Denver, CO.

DeJarnette, A. F., & González, G. (2012, November). “Some students are more advanced and can just factor”: Algebraic procedures and students’ instructional identities. *Proceedings of the Thirty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.*

DeJarnette, A, F., & González, G. (2012, April). *“Some students are more advanced and can just factor”: Algebraic procedures and students’ instructional identities*. Paper presented at the University of Illinois 3rd Annual Graduate Student Conference, Champaign, IL.

González, G., Galloway, K., & Fricano, A. (2011, October). *Do you remember that? How to use students’ prior knowledge*. Gallery workshop presented at National Council of Teachers of Mathematics 2011 Regional Conference & Exposition, St. Louis, MO.

Fricano, A., & González, G. (2011, October).* Talking about rates of change: Gaining insights from algebra students’ conversations*. Paper presented at the Illinois Council of Teachers of Mathematics 62nd Annual Meeting and Conference, Springfield, IL.

Fricano, A., & González, G. (2011, April). *Understanding students’ transitions from operational to structural understanding of change*. Paper presented at the University of Illinois 2nd Annual Graduate Student Conference, Champaign, IL.