Publications

Journal Articles

  • Ortiz, N. A., & Davis, T. J. (2020). Gladys’s lesson plan: A culturally relevant exemplar. Mathematics Teacher: Learning and Teaching PK-12, 113(8), 651-657.
  • Kulm, G., Merchant, Z., Ma, T., Oner, A. T., Davis, T., & Lewis, C. W. (2016). Algebra problem solving equity challenges: Building middle school preservice teachers’ diversity awareness. Teacher Education and Practice: STEM Special Edition, 29(4), 642-659.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.
  • Chien, C-F., Davis, T., Slattery, P., Keeney-Kennicutt, W., & Hammer, J. (2013). Development of a virtual Second Life curriculum using currere model. Journal of Educational Technology & Society, 16(3), 204-219. (Impact Factor Thomson R: 1.011)
  • 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

  • Hao, H., Kulm, G., & Davis, T. (2020). Self-reflection on engagement in virtual classrooms as the dual role:  An Asian woman graduate student and middle-grade girl avatar in STEM. In B. Polnick, B. Irby, & J. Ballenger (Eds.), Girls and women of color: Their journeys in higher education. Charlotte, NC: Information Age.
  • Davis, T. J., Phillips, G. A., & Kulm, G. (2018). Creativity and the design of music-mathematics activities in a virtual simulation learning environment. In V. Freiman & J. Tassell (Eds.), Creativity and Technology in Mathematics Education (pp. 181-202). New York: Springer.
  • Davis, T., J., & South, J., & Stevens, K. D. (2018). Information and Communication Technology and Educational Policies in the United States of America and Canada. In J. Voogt, & G. Knezek, R. Christensen, & K. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 1-22). Springer International Handbooks of Education. Springer, Cham.
  • 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. (2019). Planning for equity: Analyzing the cultural relevance of pre-service teachers’ lesson plans. In S. Otten, A.G., Candela, Z., de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). St. Louis, MO.
  • Oner, A. T., Indiogine, S.E. P., Kulm, G., Hao, H., Davis, T., & Ortiz, N. (2015) The response of preservice teachers to algebraic misconceptions of students. Proceedings of the annual meeting of Research Council on Mathematics Learning (RCML), Las Vegas, NV.
  • Ortiz, N. A., Davis, T. J., & Kulm, G. (2015). 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).