Decoding Mathematics

LOVIN, LOUANN, and KYLE SCHULTZ. “Illuminating Mathematics Teacher Education Through Decoding Disciplinary Thinking: Unpacking Mathematical Knowledge For Teaching.” Extending Inquiry Communities: Illuminating Teacher Education Through Self-Study (2012).

Norton, Sam. “Sampling distributions as a threshold concept in learning classical statistical inference: an evaluative case study report.” King’s Learning Institute Higher Education Research Network Journal (HERN J): Prizewinning Essays 2015 (2015): 58-71.

Lee-Post, Anita. “Developing numeracy and problem-solving skills by overcoming learning bottlenecks.” Journal of Applied Research in Higher Education 11.3 (2019): 398-414.

Priss, Uta. “A semiotic-conceptual analysis of conceptual development in learning mathematics.” Signs of Signification. Springer, Cham, 2018. 173-188.

Riegler, Peter. “Schwellenkonzepte, Konzeptwandel und die Krise der Mathematikausbildung.” Zeitschrift für Hochschulentwicklung 9.4 (2014): 241-257.

Riegler, Peter (2016) “Fostering literacy in and via mathematics,” Zeitschrift für Hochschulenentwicklung, 11 (2), 163-174. (

Rodríguez, Yoel, and Allison Gorr. “Decoding Literal Equations By Undressing the Process.” (2019).

Schultz, Kyle T., and LouAnn Lovin. 2012. “Examining Mathematics Teachers’ Disciplinary Thinking.” The Mathematics Educator 21 (2): 2–10.