# Publications

## Journal Articles

Ma, T., Brown, I., Kulm, G., Davis, T. J., & Allen, D. (2014). Constructing and role-playing student avatars in a simulation of teaching algebra for diverse learners. *Urban Education*. Published online 18 July 2014, doi: 10.1177/0042085914542658

Merchant, Z., Goetz, E., Keeney-Kennicutt, W., Kwok, O., Cifuentes, L., & Davis, T. J. (2013). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. *Computers & Education, 59*, 551- 568.

Davis, T. J., Chien, C., Brown, I., & Kulm, G. (2012). Knowledge for Algebra Teaching for Equity (KATE) project: An examination of virtual classroom simulation approaches. *National Forum of Multicultural Issues Journal, 9*(2), 67-87.

Brown, I. A., Davis, T. J., Lewis, C. W., & Kulm, G. (2011). Preservice teachers' knowledge for teaching algebra for equity in the middle grades: A preliminary report. *Journal of Negro Education, 80*, 266-283.

## Book Chapters

Davis, T., Kulm, G., Oner, A. T., Indiogine, E., Goldsby, D., & Ma, T. (2015). Preservice teachers’ problem-solving lesson engagement and knowledge and beliefs about teaching for equity. In Y. Li & J. Hammer (Eds.), *Advances in teaching and teacher education: Teaching at work* (Vol. 1, pp. 51-80). Rotterdam, Netherlands: Sense.

Davis, T. J. (2014). Mathematics learning in virtual worlds: Affordances and accessibility. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), *Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals* (4th ed.) (pp. 1630). Hoboken, NJ: John Wiley & Sons.

Davis, T. J. (2013). Affordances of virtual worlds to support STEM project-based learning. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.), *Project-based learning: An integrated science, technology, engineering, mathematics (STEM) approach* (pp. 71-77). Rotterdam, The Netherlands: Sense.

Davis, T. J. (2013). Using three-dimensional virtual environments to prepare STEM teachers. In M. M. Capraro & R. M. Capraro (Eds.),* Improving urban schools: equity and access in K-16 STEM education for ALL students* (pp. 125-141). Charlotte, NC: Information Age.

## Refereed Proceedings

Ortiz, N. A., Davis, T. J., & Kulm, G. (in-press). A culturally relevant approach to equity inside a virtual simulation mathematics classroom. In M. J. Mohr-Schroeder, & S. S. Harkness (Eds.), *Proceedings of the 114 ^{th} Annual Convention of the School Science and Mathematics Association*.

Oner, A. T., Indiogine, S. E., Kulm, G., Hao, H., & Allen, G. D. (2014). Preservice teachers’ effectiveness in addressing misconceptions in algebra. In M. J. Mohr-Schroeder & S. S. Harkness (Eds.), *Proceedings of the 113th Annual Convention of the School Science and Mathematics Association: Vol.1 *(pp.139-146).

Indiogine, S. E., Oner, A. T., & Kulm, G. (2014). Developing preservice math teachers’ diversity awareness and knowledge. In G. T. Matney & S. M. Che (Eds.), *Proceedings of the 41st annual meeting of the Research Council on Mathematics Learning* (pp. 41-48).

Merchant, Z., Kulm, G., Davis, T. J., Ma, T., & Oner, A. T. (2013). Integrating culturally relevant pedagogy in a mathematics problem-solving course: Pre-service teachers’ diversity awareness growth trajectories. In M. Martinez & A. Castro Superfine (Eds.), *Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (p. 944).

Rangel-Chavez, A. F., Kulm, G., Davis, T. J., & Brown, I. A. (2011). Exploring middle school preservice teacher mathematical problem posing. *Proceedings of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education* (pp. 1988).

Kulm, G., Brown, I. A., Lewis, C. W., Davis, T. J., An, S., & Anderson, L. (2011). Knowledge foundations for teaching algebra for equity. *Proceedings of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education* (pp. 182-189).