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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. https://jume-ojs-tamu.tdl.org/jume/index.php/JUME/article/view/389/310
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.