Publications and Talks

My research is focused on searching for and interrupting issues of inequity in the field and classrooms of mathematics (teacher) education. Within that broader scope, I am focused on three aspects:

  1. Identifying and incorporating children and teachers’ mathematical, cultural, and linguistic resources in mathematics education
  2. Incorporating the Rights of the Learner and Complex Instruction
  3. Utilizing Action Research as Critical Reflection in Teacher Education

Below you will find published papers, conference proceedings, posters, and presentations about the lines of research above. Don’t go too far down the rabbit hole below!

Book Chapters

Kalinec-Craig, C. A. (2016). Preparing new teachers (and ourselves) to “hear mathematical competence.” In White, D., Crespo, S., Felton-Koestler, M., Goffney, I., Spencer, J., & Civil, M. (Eds), Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms, (pp. 177-182). AMTE Professional Book Series, Charlotte, NC: Information Age Publishing. [Research Line 1 2 3] Link to Document

Kalinec-Craig, C. A., & Bonner, E. (2015). Seeing the world with a new set of eyes: (Re)examining our identities as white mathematics education researchers of equity and social justice. (N. Russell, C. Haynes, & F. Cobb, Eds.). In Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms (pp. 92-111). New York, NY: Peter Lang. [Research Line 1 2] Link to Document

Kalinec-Craig, C. A. (2017) “Everything matters:” Mexican-American prospective elementary teachers noticing issues of status and participation while learning to teach mathematics. In Schack, E., & Wilhelm, J. (Eds.), Teacher Noticing: A Hidden Skill of Teaching. Monograph Springer Series of Research in Mathematics Education, Cham: Springer International Publishing. [Research Line 1 2 3] Link to Document

Journal Articles

Kalinec-Craig, C.A. (2018, Mathematics Teaching in the Middle School, To be published). #OscarsSoWhite and Not So Right. [Research Line 1 3]

Kalinec-Craig, C.A. (2017, Democracy and Education Journal, To be published). The Rights of the Learner: A Sociocultural Framework for Promoting Equity Through Formative Assessment in Mathematics Classrooms. [Research Line 1 2 3].

Kalinec-Craig, C. A. (2015). Uncovering the complexities and opportunities for teaching equivalent fractions through mariachi music. Journal of Mathematics Education. 8(2), 4-21. [Research Line 1 3] Link to Document

Kersting, N., Sutton, T., Kalinec-Craig, C. A., Stoehr, K., Heshmati, S., Lozano, G., & Stigler, J. (2015). Usable knowledge for teaching mathematics: Further exploration of the Classroom Video Analysis (CVA) Instrument. ZDM: International Journal of Mathematics Education. 48(1-2), 97-109. Springer: Berlin Heidelberg. [Research Line 1]  Link to Document

Kalinec-Craig, C. A. (2014). Examining my window and mirror: A pedagogical reflection from a white mathematics teacher educator about her experiences with immigrant Latina pre-service teachers. Association of Mexican American Educators Journal, 8(2), 45-54. [Research Line 1 2 3] Link to Document

Good, T., Wood, M., Sabers, D., Olson, A., Lavigne, A., Sun, H., & Kalinec-Craig, C. A. (2013). Strengthening grade 3-5 students’ foundational knowledge of rational numbers. Teachers College Record, 115(7), 1-45. [Research Line 1] Link to Document

Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C.A., Foote, M. Q., McDuffie, A. R., & Drake, C. (2012). Making Connections in Practice How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction. Journal of Teacher Education, 64 (2), 178-192.   [Research Line 1] Link to Document

Wood, M. B., & Kalinec, C. A. (2012). Student talk and opportunities for mathematical learning in small group interactions. International Journal of Educational Research, 51, 109-127. [Research Line 1 2 3] Link to Document

Conference Proceedings

Kalinec-Craig, C. A. (2015). A Phenomenological study about teachers’ experiences creating lessons in the Te’ ALaMo Project (Teachers, Art in Latin@ cultures, and Mathematical Modeling.) Psychology and Mathematics Education North America Chapter, Lansing, MI. [Research Line 1]Kalinec-Craig 2015 PMENA Proceeding

Posters

Kalinec-Craig, C.A. (2016). The Rights of the Learner: A Sociocultural Framework for Promoting Equity Through Formative Assessment in Mathematics Classrooms. North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ. [Research Line 1, 2]. RoTL Poster_PMENA

Kalinec-Craig, C. A. (2011). “Pre-service teachers’ of color experiences in utilizing a child’s home and community knowledge,” North American Chapter of the International Group for the Psychology of Mathematics Education, New Orleans, LA. [Research Line 1, 2, 3]

Kalinec-Craig, C. A. (2011). “A case study on pre-service Latina/o elementary teachers experiences to learn to teach mathematics for understanding and with relevance,” American Educational Research Association Division K Graduate Dissertation Seminar, New Orleans, LA. [Research Line 1, 2, 3]

Oral Presentations

Civil, M., & Kalinec-Craig, C.A. (2017). A conversation about mathematics with Latin @ Parents,” National Council of Teachers of Mathematics, San Antonio, TX [Research Line 1]

Kalinec-Craig, C. A. (2017) ” My inner child finally could be told I had a right as a learner: An analysis of elementary pre-service teachers’ reflections about promoting equity in the mathematics classroom,” American Association of Advancement of Curriculum Studies, San Antonio, TX. [Research Line 2 3]

Kalinec-Craig, C. A. (2016) “Doing math and science at the DoSeum: Elementary teachers developing interdisciplinary tasks at an interactive children’s museum,” TODOS: Equity for All, Phoenix, AZ. [Research Line 1]

Kalinec-Craig, C. A. (2014).”Math Through Mariachi: A collaborative, culturally responsive approach to teaching fractions in a third grade bilingual mathematics classroom,” American Association for the Advancement of Curriculum Studies, Philadelphia, PA. [Research Line 1]

Kalinec-Craig, C. A. (2014). “Math Through Mariachi: Teaching patterns and algebraic thinking to young children,” 4th Annual UTSA Early Childhood Institute Teaching with the Spirit in Mind: Learning through the Arts, San Antonio, TX. [Research Line 1]

Papers Presented

Diamond, J., Kalinec-Craig, C. A., & Shih, J. (2017). ” The Impact of a Multi-Institutional Study on the Activities Used in Preservice Elementary Methods Courses. Association of Mathematics Teacher Educators, Orlando, FL. [Research Line 1]

Kalinec-Craig, C. A. & Prasad, P. (2017). ” Refining the Work of Unpacking Preservice Teachers’ Algorithmic Strategies for Multi-Digit Addition Problems,” Association of Mathematics Teacher Educators, Orlando, FL. [Research Line 1]

Crespo, S., Bannister, N., & Kalinec-Craig, C. A. (2016). “Lesson Sketch: Learning to notice students’ mathematical competence,” National Council of Teachers of Mathematics Research Pre-Session, San Francisco, CA. [Research Line 2]

Diamond, J., Kalinec-Craig, C. A., & Shih, J. 2016). “Elementary mathematics pre-service teachers’ knowledge of content and students: A multi-institutional study,” Association of Mathematics Teacher Educators, Irvine, CA. [Research Line 1]

Walls, C. (doctoral student), Kalinec-Craig, C. A., Prasad, P., & Vallines-Mira, R. (2016). “Rethinking elementary pre-service teachers’ addition strategies,” National Council of Teachers of Mathematics Research Pre-Session, San Francisco, CA. [Research Line 1]

Kalinec-Craig, C. A., (2015). “A Phenomenological study about teachers’ experiences creating lessons in the Te’ ALaMo Project (Teachers, Art in Latin@ cultures, and Mathematical Modeling,” Psychology and Mathematics Education North America Chapter, Psychology and Mathematics Education North America Chapter, Lansing, MI. [Research Line 1]

Kalinec-Craig, C. A., & Saldamando, D. (2015). “Hearing the “whole” song: bilingual third grade children learning about equivalent fractions through mariachi music,” Association of Mathematics Teacher Educators, Association of Mathematics Teacher Educators, Orlando, FL. [Research Line 1]

Kersting, N. B., Sutton, T., Kalinec-Craig, C. A., Chen, M-K., Heshmati, S., Stoehr, K. J., Thomas, M., & Goswami, G. (2014).”Understanding the relationship between teacher value-added scores, instructional quality, and independent measures of student learning,” American Educational Research Association, Philadelphia, PA. [Research Line 1]

Kalinec-Craig, C. A. (2013). “Latina/o pre-service teachers’ (mis) conceptions of teaching mathematics for students from minoritized populations,” American Educational Research Association, San Francisco, CA. [Research Line 1, 2, 3]

Stoehr, K. J., Kalinec-Craig, C. A., & Turner, E. E. (2013). “Pre-service teachers’ beliefs about the role of children’s home and community knowledge in teaching and learning mathematics,” American Educational Research Association, San Francisco, CA. [Research Line 1, 2, 3]

Sutton, T., Stoehr, K., & Kalinec-Craig, C. A. (2012).”Using video clips of classroom instruction to measure knowledge of teaching mathematics,” Association of Mathematics Teacher Educators, Fort Worth, TX. [Research Line 1]

Arnot-Hopffer, E., Mercado, V., Kalinec-Craig, C. A., & Valenzuela, F. (2008). “Teaching math through mariachi music,” Prepárate Conference on Education of Latinos, Chicago, IL. [Research Line 1]

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