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SEI Lab is helping bridge the gap between research and practice by engaging with community partners to study and develop solutions for real-world problems.
Cannon, S. O. (2020). A call for field disruptions and field connections in mathematics education research. Journal of Urban Mathematics Education, 13(2), 1–16.
Cannon, S. O. (2020, November 12). Data interrogations for critical statistical literacy. Statistics Teacher. https://www.statisticsteacher.org/2020/11/12/data-interrogations-critical-statistical-literacy/
Cannon, S. O., & Sanders, M. (2017). Uncertainty and complexity in mathematical modeling. Mathematics Teacher in the Middle School, 22(7), 420–428. https://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2017/Vol22/Issue7/Uncertainty-and-Complexity-in-Mathematical-Modeling/
Donovan, M. K., & Cannon, S. O. (2018). The university supervisor, edTPA, and the making of the new teacher. Education Policy Analysis Archives, 26(28), 1–26. https://epaa.asu.edu/ojs/article/view/2849
Myers, K. D., Bridges-Rhoads, S. C., & Cannon, S. O. (2017). Reflection in constellation: Post theories, subjectivity, and teacher preparation. Journal of Early Childhood Teacher Education, 38(4), 322–337. https://doi.org/10.1080/10901027.2017.1389789
Myers, K. D., Cannon, S. O., & Bridges-Rhoads, S. C. (2017). Math is in the title: (Un)learning the subject in educational research. International Review of Qualitative Research, 10(3), 309–326. https://doi.org/10.1525/irqr.2017.10.3.309
Cannon, S. O. (2018). Theory, ethics and equity in intra-action in mathematics education: Looking forward, looking back. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina & Clemson University.
Myers, K., & Cannon, S. O. (2018). Looking inward: (Re)negotiating and (re)navigating mathematics teacher beliefs as teacher educators, students and scholars. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina & Clemson University.
Cannon, S. O. (2017). Theory in mathematics education: Intra-action and (re)configuration. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1444). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
Cannon, S. O., & Cross, S. B. (2016). Questions of truth: Ethical and moral wanderings in middle grades mathematics classrooms and research. 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. 1181–1188). Tucson, AZ: The University of Arizona.
Cannon, S. O., Myers, K. D., & Cross, S. B. (2016). Mathematics as (double) gatekeeper, student as bordercrosser: A case study. 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 (p. 929). Tucson, AZ: The University of Arizona.
Cross, S. B., & Cannon, S. O. (2015). “You don’t ask Paul Simon to do a duet with Nickelback”: Examining mathematics teacher collaboration. 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. 1102–1105). East Lansing, MI: Michigan State University.
Cannon, S. O., & Myers, K. D. (2016). Radical reconfiguring(s) for equity in urban mathematics classrooms: Lines of flight in Mathematics and the body: Material entanglements in the classroom. Journal of Urban Mathematics Education, 9(2), 185–194. https://doi.org/10.21423/jume-v9i2a314
2020–2021 — Cannon, S.O., Ballenger, H.J., & Friedrich, J.C., Funded by Mercer University Provost’s Office | $3,000
Project: Building Capacity for High-Quality Equity-Focused Elementary Mathematics and Science Teaching through Virtual Supervision
2020-2021 — Ballenger, H. J., Thurmond, E., & Sharma, M., Funded by Real Impact Center, Inc. | $6,000
Project: Real IMPACT STEM Curriculum Partnership
2018-2019 — Ballenger, H. J., Walker, N., Davis, C., & Anderson, C. Funded by Mercer on Mission Service Learning Office, Mercer University | $50,000
Project: AgSTEM Teaching and Learning in the Dominican Republic
2018-2019 — Walker, N., Ballenger, H. J., Anderson, C., & Davis, C. Funded by Mercer University Provost’s Office | $4,000
Project: AgSTEM Teaching and Learning in the Dominican Republic
Friedrich, J. C. (2020). An examination of commonly used fourth-grade mathematics textbooks through a LatCrit lens (28093531). [Doctoral dissertation, Mercer University]. ProQuest Dissertations Publishing.
Friedrich, J. C. (2020). Science and mathematics achievement gap between ELLs and non-ELLs [Infographic]. Retrieved from SEI Lab Research
Friedrich, J. C. (2020). UTCOM surgical clerkship curriculum evaluation. Atlanta: STEM Education Innovation Lab. Retrieved from SEI Lab Research
West, J., Jenkins, T. S., Christenson, C. S. (2021). Criticality and empathy: Lessons from a doctoral course refocused on social justice [Video]. The International Society for the Scholarship of Teaching and Learning.