Chandra Orrill’s Vita: Orrill_vita

Here are some of my recent publications:

- Jacobson, E., Lobato, J., & Orrill, C. H. (2017). Middle school teachers’ use of mathematics to make sense of student solutions to proportional reasoning problems.
*International Journal of Science and Mathematics Education*. doi: 10.1007/s10763-017-9845-z - Orrill, C. H. (2016). The process is just messy: A historical perspective on the adoption of innovations.
*The Mathematics Educator, 25*, 71-94*.*Available: http://tme.journals.libs.uga.edu/index.php/tme/article/view/352/284 - Orrill, C. H., & Cohen, A. (2016). Purpose and conceptualization: Examining assessment development questions through analysis of measures of teacher knowledge. In A. Izsák, J. T. Remillard, & J. Templin (Eds.),
*Psychometric methods in mathematics education: Opportunities,**challenges, and interdisciplinary collaborations*(pp. 139–153).*Journal for Research in**Mathematics Education*Monograph Series No. 15. Reston, VA: National Council of Teachers of Mathematics. - Polly, D., & Orrill, C. H. (2016). Designing professional development to support teachers’ TPACK in elementary school mathematics. In M. Herring, M. J. Koehler, & P. Mishra (Eds.),
*Handbook of technological pedagogical content knowledge*(2^{nd}ed., pp. 259-270)*.*New York: Routledge. - Orrill, C. H., & Cohen, A. (2016). Why defining the construct matters: An examination of teacher knowledge using different lenses on one assessment.
*The Mathematics Enthusiast*,*13*(1&2), 93-110. - Translating learning into practice: Considering the relationship between teachers’ professional development and teaching.
*Journal of Mathematics Teacher Education, 18*(3), 273-297. doi: 10.1007/s10857-014-9284-5

Last updated 11/13/2017