Publications

Updated November 2019

Preciado-Babb, A. P., Metz, M., Davis, B., & Sabbaghan, S. (In Press). Transcending contemporary obsessions: The development of a model for teacher professional development. In S. Llinares & O. Chapman (Eds.), Tools and Processes in Mathematics Teacher Education, Volume 2 of The International Handbook of Mathematics Teacher Education (2nd Ed). SENSE|Brill Publishers. 

Preciado-Babb, A. P., Metz, M., & Davis, B. (2019). How variance and invariance can inform teachers’ enactment of mathematics lessons? In R. Huang, A. Takahashi & J. P. da Ponte (Eds.), Theory and practice of lesson study in mathematics: An international perspective. Springer, Cham. Online:
https://link.springer.com/chapter/10.1007/978-3-030-04031-4_17

Preciado-Babb, A. P., Metz, M., Sabbaghan, S. & Davis, B. (2018). The role of continuous assessment and effective teacher response in engaging all students. In R. Hunter, M. Civil, Herbel-Eisenmann, N. Planas & D. Wagner (Eds.) Mathematical discourse that breaks barriers and creates space for marginalized learners (pp. 101-120).  Rotterdam: Sense Publishers. Online:
https://doi.org/10.1163/9789463512541_006

Metz, M., Preciado-Babb, A. P., Sabbaghan, S., Davis, B., & Ashebir, A. (2017). Using variation to critique and adapt mathematical tasks. In P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.). Selected Proceedings of the IDEAS Conference: Leading Educational Change, pp. 169-178. Calgary, Canada: Werklund School of Education, University of Calgary. http://hdl.handle.net/1880/52124

Metz, M., Preciado-Babb, A. P., Sabbaghan, S., Davis, B., & Ashebir, A. (2017). Attending and responding to what matters: A protocol to enhance mathematics pedagogy. In P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.). Selected Proceedings of the IDEAS Conference: Leading Educational Change, pp. 179-190. Calgary, Canada: Werklund School of Education, University of Calgary. http://hdl.handle.net/1880/52125

Aljarrah, A., Preciado Babb, A. P., Metz, M., Sabbaghan, S., Pinchbeck, G. G., & Davis, B. (2016). Transforming mathematics classroom settings into spaces of expanding possibilities. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. (Eds.) IDEAS 2016: Designing for Innovation Selected Proceedings (pp. 162-170). Calgary, Canada: Werklund School of Education. http://hdl.handle.net/1880/51201

Metz, M., Preciado Babb, A. P., Sabbaghan, S., Aljarrah, A., Pinchbeck, G., & Davis, B. (2016). Transcending traditional/Reform dichotomies in mathematics education. In M. B. Wood, E. E. Turner, M. Civil & J. A. Eli (Eds.) Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1253-1258). Tucson, AZ: The University of Arizona. http://www.pmena.org/pmenaproceedings/PMENA 38 2016 Proceedings.pdf

Metz, M., Preciado Babb, A. P., Sabbaghan, S., Pinchbeck, G., Aljarrah, A., & Davis, B. (2016). Teachers’ awareness of variation. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. (Eds.) IDEAS 2016: Designing for Innovation Selected Proceedings (pp. 182-191). Calgary, Canada: Werklund School of Education. http://hdl.handle.net/1880/51222

Preciado Babb, A. P., Aljarrah, A., Sabbaghan, S., Metz, M., Pinchbeck, G. G., Davis, B. (2016). Teachers’ perceived difficulties for creating mathematical extension at the boundary of students’ discernments (short oral presentation). In M. B. Wood, E. E. Turner, M. Civil & J. A. Eli (Eds.) Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 514-517). Tucson, AZ: The University of Arizona. http://www.pmena.org/pmenaproceedings/PMENA 38 2016 Proceedings.pdf

Preciado Babb, A. P., Metz, M., Sabbaghan, S., Pinchbeck, G. G., Aljarrah, A., & Davis, B. (2016). Addressing the challenge of differentiation in elementary mathematics classrooms. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. (Eds.) IDEAS 2016: Designing for Innovation Selected Proceedings (pp 203-212). Calgary, Canada: Werklund School of Education. http://hdl.handle.net/1880/51226

Sabbaghan, S., Preciado Babb, A. P., Metz, M., Aljarrah, A., Pinchbeck, G. G., & Davis, B. (2016).  Juxtaposing mathematical extensions with cognitively loaded questions in the mathematics classroom. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. (Eds.) IDEAS 2016: Designing for Innovation Selected Proceedings (pp. 213-223). Calgary, Canada: Werklund School of Education. http://hdl.handle.net/1880/51227

Preciado Babb, A. P., Metz, M., Sabbaghan, S., Davis, B. (2016). Fine-Grained, Continuous Assessment for the Diverse Classroom: A Key Factor to Increase Performance in Mathematics. In Proceedings of the American Education Research Association Annual Meeting 2016 (pp. 1-20). http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/973698

Metz, M., Sabbaghan, S., Preciado Babb, A. P., & Davis, B. (2015). One step back, three forward success through mediated challenge. In A. P. Preciado Babb, Takeuchi, M., & Lock, J (Eds.) Proceedings of the IDEAS 2015: Design Responsive Conference (pp. 178-186). Calgary, Canada: Werklund School of Education. http://dspace.ucalgary.ca/handle/1880/50872

Preciado Babb, A. P., Metz, M., Sabbaghan, S., & Davis, B. (2015). Insights on the relationships between mathematics knowledge for teachers and curricular material. In T. G. Bartell, K. N. Bieda, R. T. Putnam, 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 (pp. 796-803). Lansing, MI: Michigan State University. https://www.msu.edu/~brakoni1/PMENA-2015-PROCEEDINGS-2015-11-04.pdf

Preciado Babb, A. P., McInnis, V., Metz, M., Sabbaghan, S., & Davis, B. (2015). Epiphanies in mathematics teaching: The personal learning experience of an elementary teacher in the Math Minds Initiative. In A. P. Preciado Babb, Takeuchi, M., & Lock, J (Eds.) Proceedings of the IDEAS 2015: Design Responsive Conference (pp. 187-197). Calgary, Canada: Werklund School of Education. http://dspace.ucalgary.ca/handle/1880/50873

Sabbaghan, S., Preciado Babb, A. P., Metz, M., & Davis, B. (2015). Dynamic responsive pedagogy: Implications of micro-level scaffolding. In A. P. Preciado Babb, Takeuchi, M., & Lock, J (Eds.) Proceedings of the IDEAS 2015: Design Responsive Conference (pp. 198-207). Calgary, Canada: Werklund School of Education.  http://dspace.ucalgary.ca/handle/1880/50874

Papers also available through ResearchGate

https://www.researchgate.net/project/Math-Minds