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 114th 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).