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Brooke Max Department of Mathematics
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Publications

Sapkota, B., & Max, B. (2024). Preservice secondary teachers’ mathematical knowledge for teaching: Focus on reflective practice. Investigations in Mathematics Learning, 1-20.

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).

Sapkota, B., & Max, B. (2023). A conceptual synthesis on approximations of practice in mathematics teacher education. Research in Mathematics Education. 1-27.

Max, B., & Kohn, S. (2022). Textbook use of connections to children to support prospective elementary teachers’ geometric understanding (PDF). Indiana Mathematics Teacher. Fall.

Max, B. (2021). Messages communicated through mathematics content for elementary teachers course syllabi: A focus on mathematical disposition and collaboration (PDF). Mathematics Teacher Education and Development. 23(2), 4-23.

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).

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.

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.

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.

Max, B., & Newton, J. (2017). Mathematics preparation of elementary teachers: Results of a national survey. AMTE Connections.

Max, B., & Bloome, L. (2016). Policies and practices influencing algebra I students and teacher placement in Indiana (PDF). Indiana Mathematics Teacher. Summer.

Max, B., & Newton, J. (2015). Teaching university mathematics: One mathematician's contribution (PDF).  Notices of the American Mathematical Society, 62(09), 1062.