Brooke Max, PhD

Department of Mathematics

Purdue University

West Lafayette, IN 47907

bmax@purdue.edu

Publications

Stump, S., Johnson, B., Max., B. & Roan, C.(2023). Building a knowledge base for elementary teacher education: Focus on addition and subtraction.AMTE Connections. 33(2). https://amte.net/connections/2023/11/building-knowledge-base-elementary-teacher-education-focus-addition-and

Sapkota, B., & Max, B.(2023). A conceptual synthesis on approximations of practice in mathematics teacher education. Research in Mathematics Education. 1-27. https://doi.org/10.1080/14794802.2023.2207088

Max, B., & Kohn, S. (2022). Textbook use of connections to children to support prospective elementary teachers’ geometric understanding. Indiana Mathematics Teacher. Fall. https://www.math.purdue.edu/~bmax/MaxKohnICTMArticle2022.pdf

Max, B. (2021). Messages communicated through mathematics content for elementary teachers course syllabi: A focus on mathematical disposition and collaboration. Mathematics Teacher Education and Development. 23(2), 4-23. https://files.eric.ed.gov/fulltext/EJ1307270.pdf

Max, B. & Welder, R. M. (2020). Mathematics teacher educators’ addressing the common core standards for mathematical practice in content courses for prospective elementary teachers: A focus on critiquing the reasoning of others. In A. Appova, R. M. Welder, and Z. Feldman, (Eds.), Supporting Mathematics Teacher Educators’ Knowledge and Practices for Teaching Content to Prospective (Grades K-8) Teachers. Special Issue: The Mathematics Enthusiast, ISSN 1551-3440, vol. 17, nos. 2 & 3, pp. 843–881. ScholarWorks: University of Montana. Retrieve (open access). https://scholarworks.umt.edu/tme/vol17/iss2/16/

Max, B., & Amstutz, M. (2019). The intersection of MET II content domains and mathematical knowledge for teaching in mathematics content for elementary teachers courses. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 2: Content Knowledge, 1-7. https://eric.ed.gov/?id=EJ1206232

Kersey, E., Max, B., Akarsu, M., Bloome, L., Suazo, E., & Hoffman, A. J. (2019). Use of written curriculum in applied calculus. International Journal of Research in Education and Science (IJRES), 5(2), 457-467. https://eric.ed.gov/?id=EJ1203807

Max, B. (2017). Preservice secondary mathematics teachers' conceptualizations of equity: Access and power as seen through vignette responses. School Science and Mathematics. 117, 286–294. https://doi.org/10.1111/ssm.12246

Max, B., & Newton, J. (2017). Mathematics preparation of elementary teachers: Results of a national survey. AMTE Connections. https://amte.net/connections/2017/09/mathematics-preparation-elementary-teachers-results-national-survey

Max, B., & Bloome, L. (2016). Policies and practices influencing algebra I students and teacher placement in Indiana. Indiana Mathematics Teacher. Summer. https://www.math.purdue.edu/~bmax/IMT2016.pdf

Max, B., & Newton, J. (2015). Teaching university mathematics: One mathematician's contribution.  Notices of the American Mathematical Society, 62(09), 1062. https://www.ams.org/notices/201509/rnoti-p1062.pdf