Publications

Peer-Reviewed Journal Articles

de Araujo, Z., & Smith, E. (2021). Examining English language learners’ learning needs through the lens of algebra curriculum materials. Educational Studies in Mathematics, 1-23, https://doi.org/10.1007/s10649-021-10081-w

Otten, S., de Araujo, Z., Sherman, M., & Birişçi, S. (2021). A framework for capturing structural variation in flipped mathematics instruction. International Journal of Mathematical Education in Science and Technology, 1-32, 10.1080/0020739X.2021.1958945

de Araujo, Z., Smith, E., & Yeong, J. (2021). Preservice teachers’ use of mathematics tasks in relation to their experiences with, goals for, and beliefs about English learners. ZDM–Mathematics Education, 53(2), 419-433. https://doi.org/10.1007/s11858-021-01226-5

Hanuscin, D., de Araujo, Z., Cisterna, D., Lipsitz, K., & van Garderen, D. (2020) The re-novicing of elementary teachers in science? Grade level reassignment and teacher PCK. Journal of Science Teacher Education, 31(7), 780-801. https://doi.org/10.1080/1046560X.2020.1778845

de Araujo, Z., Otten, S., Zhao, W.*, Han, J.*, & Kamuru, J.* (2020). Fostering collaboration with the flip. Mathematics Teacher: Learning and Teaching Pre-K-12, 113(9), 731-736.

Candela, A., & de Araujo, Z. (2020). Little straw, big impact. Mathematics Teacher: Learning and Teaching Pre-K-12, 113(6), 533-535.

Otten, S. A., Zhao, W.*, de Araujo, Z., & Sherman, M. (2020). Evaluating videos for flipped instruction. Mathematics Teacher: Learning and Teaching Pre-K-12, 113(6), 480-486.

de Araujo, Z., Hanuscin, D., & Otten, S. (2020). Practices for mathematics and science integration. Mathematics Teacher: Learning and Teaching Pre-K-12, 113(4), 480-486.

I, J. Y., & de Araujo, Z. (2019). An examination of monolingual preservice teachers’ set-up of cognitively demanding mathematics tasks with emergent bilingual students. Research in Mathematics Education, 21(2), 208-228. DOI 10.1080/14794802.2019.1615980

de Araujo, Z., Roberts, S. A., Willey, C., & Zahner, W. (2018). English learners in K-12 mathematics education: A review of the literature. Review of Educational Research, 88, 879-919. [Acceptance Rate: SJR: 8.241]

Estapa, A., Amador, J., Kosko, K. W., Weston, T., de Araujo, Z., & Aming-Attai, R. (2018). Preservice teachers’ articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education, 21(4), 387-415. [Acceptance Rate: 20%; SJR: 1.062]

de Araujo, Z., Orrill, C. H. & Jacobson, E. (2018). Designing communication-rich problem-centered mathematics professional development. International Journal of Mathematical Education, Science, & Technology, 49, 323-340.

Cisterna-Albuquerque, D.+, Hanuscin, D., Lipsitz, K.*, de Araujo, Z., & van Garderen, D. (2018). Supporting science teachers in creating lessons with explicit conceptual storylines. Innovations in Science Teacher Education, 3(1). Retrieved from http://innovations.theaste.org/supporting-science-teachers-in-creating-lessons-with-explicit-conceptual-storylines/

de Araujo, Z., & DeLeeuw, W. (2017). Questioning through guess my number. Teaching Children Mathematics, 24, 208. [Acceptance Rate: 15-20%]

de Araujo, Z., Otten, S. A., & Birisci, S.+ (2017). Teacher-created videos in a flipped mathematics class: digital curriculum materials or lesson enactments? ZDM Mathematics Education, 49, 687-699. (Blog Post, Flipped Math Study)

I, J. Y*., & de Araujo, Z. (2017). Slowing down the in the moment decision-making process: The case of one mathematics teacher and one English learner. Teaching for Equity and Excellence in Mathematics, 8(1), 15–22. [Acceptance Rate: ~35%] (Blog Post, STELLAR)

Estapa, A., Amador, J., Kosko, K., Weston, T., de Araujo, Z., & Aming-Attai. (2017). Transfer of preservice teacher noticing across written and animated mediums. Journal for Mathematics Teacher Education, online first. (Animating Teacher Noticing)

Amador, J., Estapa, A., de Araujo, Z., Kosko, K., & Weston, T. (2017). Facilitating preservice teacher noticing: An innovation to support development. Mathematics Teacher Educator, 5(2), 158–177. (Animating Teacher Noticing)

Otten, S., Webel, C., & de Araujo, Z. (2017). Inspecting the foundations of claims about cognitive demand and student learning: A citation analysis of Stein and Lane (1996). Journal of Mathematical Behavior, 45, 111–120.

de Araujo, Z., Otten, S., & Birisci, S.+ (2017). Conceptualizing “homework” in flipped mathematics classes. Journal of Educational Technology and Society, 20, 248–260. (Flipped Math Study)

de Araujo, Z., Otten, S., & Birisci, S.+ (2017). Mathematics teachers’ motivations for, conceptions of, and experiences with flipped instruction. Teaching and Teacher Education, 62, 60–70. (Flipped Math Study)

de Araujo, Z., Smith, E.*, & Sakow, M.* (2016). Reflecting on the dialogue regarding the mathematics education of English learners. Journal for Urban Mathematics Education, 9(2), 33–48. [Acceptance Rate: ~20%]

Amador, J., Estapa, A., Kosko, K., & Weston, T., & de Araujo, Z (2016). Animations as a transformational approximation of practice for preservice teachers to communicate professional noticing Journal of Technology and Teacher Education, 24(2), 127–151. [Acceptance Rate: 7.2%]

Hanuscin, D., Lipsitz, K.*, Cisterna-Alburquerque, D.+, Arnone, K. A.*, D., van Garderen, D., de Araujo, Z., & Lee, E. J. (2016). Developing coherent conceptual storylines: Two elementary challenges. Journal of Science Teacher Education. 27, 393–414. [Acceptance Rate: 12%; SJR: .797]

→Recipient of National Science Teacher Association’s (NSTA) 2016 Research Worth Reading designation

de Araujo, Z., Amador, J., Estapa, A., Kosko, K., Weston, T., & Aming-Attai, R. (2015). Animating pre-service teachers’ noticing. Mathematics Teacher Education and Development, 17(2), 25–44. [Acceptance Rate: 29%]

de Araujo, Z. (2015). The need for research into elementary mathematics specialist preparation. Journal of Mathematics Education Leadership, 16(2), 27–37. [Acceptance Rate: 35%]

Otten, S., & de Araujo, Z. (2015). Viral criticisms of Common Core Mathematics. Teaching Children Mathematics, 21, 517–520. [Acceptance Rate: 15-20%]

de Araujo, Z. Jacobson, E., Singletary, L., Wilson, P., Lowe, L., & Marshall, A. (2013). Teachers’ conceptions of integrated mathematics curricula. School Science and Mathematics, 113, 285–296. [Acceptance Rate: 20%]

Izsak, A., Jacobson, E., de Araujo, Z., & Orrill, C. (2012). Measuring growth in mathematical knowledge for teaching fractions with drawn quantities. Journal for Research in Mathematics Education, 43, 391–427. [Acceptance Rate: <10%; SJR: 2.631]

Edenfield, K., & de Araujo, Z. (2010). How tall is that cactus? Mathematics Teaching in the Middle School, 16(3), 192. [Acceptance Rate: 30%]

Books

de Araujo, Z., Dougherty, B., & Zenigami, F. (in press). Putting essential understandings of equations, expressions, and function into practice in grades 6-8. Book submitted to the National Council of Teachers of Mathematics Press.

Book Chapters

de Araujo, Z., Smith, E.*, & Kremmel, M. (accepted). Countering the notion of support for ELLs. NCTM’s Equity and Access.

Singletary, S., de Araujo, Z., & Connor, A. M. (in press). The Transcription and analysis of practice to support prospective teachers’ facilitation of student discussions. In S. Kastberg, A. Tyminski, A. Lischka, & W. Sanchez (Eds.), Building support for scholarly practices in mathematics methods. Charlotte, NC: Information Age Publishing.

Reys, B., Webel, C., & de Araujo, Z. (2017). What’s next for the field?. In M. B. McGatha & N. R. Rigelman (Eds.), Elementary mathematics specialists: Developing, refining, and examining programs that support mathematics teaching and learning (pp. 221–234). Charlotte, NC: Information Age Publishing.

de Araujo, Z., Reys, B., & Webel, C. (2017). Unique nature of EMS Programs. In M. B. McGatha & N. R. Rigelman (Eds.), Elementary Mathematics Specialists: Developing, refining, and examining programs that support mathematics teaching and learning (pp. 19–32). Charlotte, NC: Information Age Publishing.

de Araujo, Z. (2016). Mathematicians and buttons: A commentary on Stickland’s case. In D. White, S. Crespo, and M. Civil (Eds.) Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms (pp. 319–324). Charlotte, NC: Information Age Publishing.

de Araujo, Z. (2013). Ratios and proportions in everyday life. In M. Gottlieb & G. Ernst-Slavit (Eds.), Academic language in diverse classrooms: Promoting content and language (pp. 77–112). Thousand Oaks, CA: Corwin.

Refereed Conference Proceedings

Otten, S., Ellis, R., Wang, Z., & de Araujo, Z. (2021). Comparing motivations for flipped instruction to data on flipped implementations in algebra. In D. Olanoff, S. Spitzer, & K. Johnson (Eds.), Proceedings of the 43rd meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Philadelphia, PA: PME-NA.

Ellis, R. L., Han, J., de Araujo, Z., & Otten, S. (2020). Reviewing the literature on flipped mathematics instruction: A qualitative meta-analysis. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.) Mathematics Education Across Cultures: Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2057-2061). Cinvestav /AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020

Han, J., Hirt, S., Kamuru, J., de Araujo, Z., Otten, S., & Zhao, W. (2019). Features of video in flipped algebra instruction. In S. Otten, A. Candela, Z. de Araujo, C. Haines, and C. Munter (Eds.), Proceedings of the 41^st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 141-142). St. Louis, MO: University of Missouri.

Zhao, W., Han, J., Kamuru, J., de Araujo, Z., & Otten, S. (2019). Flipped instruction in Algebra 1: Is it an old idea in new clothes?. In S. Otten, A. Candela, Z. de Araujo, C. Haines, and C. Munter (Eds.), Proceedings of the 41^st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1669-1677). St. Louis, MO: University of Missouri.

de Araujo, Z. Roberts, S. A., Willey, C., & Zahner, W. (2018). Mathematics education and English learners. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40thth annual meeting for the North American Chapter for the Psychology of Mathematics Education (pp. 1412-1421). Greenville, SC.

Otten, S., de Araujo, Z., & Sherman M. (2018). Capturing Variability in Flipped Mathematics Instruction. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40^th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1052-1059), Greenville, SC.

Zhao, W., Han, J., Kamuru, J., de Araujo, Z., & Otten, S. (2018). Flipped Mathematics Instruction Observation Protocol. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40^th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1288), Greenville, SC.

Otten, S., Munter, C., de Araujo, Z., Webel, C., & Empson, S. (2018). Competing views on preparing mathematics teachers for change. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40^th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1364), Greenville, SC.

Otten, S. A., de Araujo, Z., & Webel, C. (2017). Analyzing claims about cognitive demand and student learning. In E. Galindo & J. Newton (Eds.), Proceedings of the 39^th annual meeting for the North American Chapter for the Psychology of Mathematics Education (pp. 1391-1398), Indianapolis, IN.

Smith, E., Dwiggins, A., & de Araujo, Z. (2017). Examining storylines of emergent bilinguals in algebra textbooks. In E. Galindo & J. Newton (Eds.), Proceedings of the 39^th annual meeting for the North American Chapter for the Psychology of Mathematics Education (p. 180), Indianapolis, IN.

Sakow, M.*, Smith, E.*, & de Araujo, Z. (2016, November). Examining preservice teacher task modifications for English language learners. In M. B. Wood, E. E., Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting for the North American Chapter for the Psychology of Mathematics Education (pp. 909–912), Tucson, AZ.

McLeman, L., Vomvoridi-Ivonic, E., & de Araujo, Z. (2016, November). Facilitating conversations about equity through imagery. In M. B. Wood, E. E., Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting for the North American Chapter for the Psychology of Mathematics Education (p. 1136), Tucson, AZ.

de Araujo, Z., Civil, M., Fernandes, A., Moschkovich, J., Roberts, S. A., Willey, C., & Zahner, W. (2016, November). Mathematics and English learners. In M. B. Wood, E. E., Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting for the North American Chapter for the Psychology of Mathematics Education (pp. 1673–1681), Tucson, AZ.

de Araujo, Z., Otten, S., & Birisci, S. +(2016, November). Teachers’ motivations and conceptualizations of flipped mathematics instruction. In M. B. Wood, E. E., Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting for the North American Chapter for the Psychology of Mathematics Education (pp. 1313–1316), Tucson, AZ.

Otten, S., de Araujo, Z., & Birisci, S.+ (2016, November). A framework for homework in flipped mathematics classes. In M. B. Wood, E. E., Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting for the North American Chapter for the Psychology of Mathematics Education (p. 1559), Tucson, AZ.

Smith, E.*, Sakow, M.,* & de Araujo, Z. (2015, November). Preservice teachers’ selection of mathematical tasks for English language learners. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting for the North American Chapter for the Psychology of Mathematics Education (pp. 932–935), East Lansing, MI.

de Araujo, Z., I, J. Y., Smith, E.*, & Sakow, M.* (2015, November). Preservice teachers’ strategies to support English learners. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting for the North American Chapter for the Psychology of Mathematics Education (pp. 648–655), East Lansing, MI.

de Araujo, Z. Roberts, S. A., Anhalt, C., Civil, M., Fernandes, A., Moschkovich, J., Willey, C., & Zahner, W. (2015, November). Mathematics education and English learners. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting for the North American Chapter for the Psychology of Mathematics Education (pp. 1384–1393), East Lansing, MI.

de Araujo, Z. (2013, November). Examining teachers’ expectations for English language learners’ construction and critique of viable arguments. In M. V. Martinez & A. C. Superfine (Eds.), Proceedings of the 35th annual meeting for the North American Chapter for the Psychology of Mathematics Education (pp. 1045–1048), Chicago, IL.

de Araujo, Z. (2012, November). An examination of non-mathematical activities in the mathematics classroom. In L. R. Van Zoest, J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th annual meeting for the North American Chapter for the Psychology of Mathematics Education (pp. 339–342), Kalamazoo, MI.

de Araujo, Z. (2012, November). Diminishing demands: Secondary teachers’ modifications to tasks for English language learners. In L. R. Van Zoest, J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th annual meeting for the North American Chapter for the Psychology of Mathematics Education (pp. 76–79), Kalamazoo, MI.

de Araujo, Z., & Singletary, L. (2011, October). Secondary mathematics teachers’ conceptions of worthwhile tasks. In L. R. Wiest & T. Lamberg (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter for the Psychology of Mathematics Education (pp. 1207–1215), Reno, NV.

Jacobson, E., Singletary, L., & de Araujo, Z. (2011). Mathematical processes and U.S. secondary teachers’ conceptions of integrated mathematics curricula. In B. Ubuz (Ed.), Proceedings of 35th Conference of the International Group for the Psychology of Mathematics Education (pp. 3-65–3-72). Ankara, Turkey: PME Program Committee.

Izsak, A., Jacobson, E., de Araujo, Z., & Orrill, C. (2010). Teachers’ levels of units and fraction division. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1087–1094), Columbus, OH: The Ohio State University.

Orrill, C. H., Izsák, A., Jacobson, E., & de Araujo, Z. (2010). Teachers’ understanding of representations: The role of partitioning when modeling fraction arithmetic. In K. Gomez, L. Lyons, & J. Radinsky (Eds.) Learning in the disciplines: ICLS 2010 conference proceedings (Vol. 2, pp. 338–340). Chicago, IL: University of Illinois at Chicago

Invited Papers in Peer Reviewed Journals

Oppong, N., de Araujo, Z., Lowe, L., Marshall, A., & Singletary, L. (2009). In focus… Georgia’s compensation model: A step in the right direction. The Mathematics Educator, 19(1), 3–7.

Technical Reports

Orrill, C. H., Izsák, A, Lobato, J., Cohen, A., Templin, J., de Araujo, Z., Bradshaw, L., Brown, R., Caglayan, G., Druken, B., Jacobson, E., Lee, S. Stanton, S. S., & Wang, A. (2010). Preliminary observations of teachers’ multiplicative reasoning: Insights from Does it Work and Diagnosing teachers’ multiplicative reasoning projects. Fairhaven, MA: Kaput Center for Design and Innovation in STEM Education & University of Massachusetts Dartmouth.

Other Refereed Publications

TODOS. (2020). The mo(ve)ment to prioritize antiracist mathematics: Planning for this and every school year. Retrieved from https://www.todos-math.org/statements

^{Note: This was a position paper of TODOS: Mathematics for All. I was a co-author of this paper. This paper received the 2021 Publication Award for Outstanding Journal from the National Council of Teachers of Mathematics}

TODOS. (2020). Equity considerations of access, use, and design of technologies for teaching mathematics. Retrieved from https://www.todos-math.org/statements

_{Note: This was a position paper of TODOS: Mathematics for All. I was the lead author of this paper.}

de Araujo, Z. (2020). Systems, conflicts, privilege, and power. AMTE Connections, https://amte.net/connections/2020/05/feature-article-2020-amte-early-career-award-recipient

Civil, M., de Araujo, Z., LopezLeiva, C., Sylves, E., Zavala, M. (2020). What are the best approaches for teaching mathematics to newcomers to the U.S. who are English learners? https://theanswerlab.rossier.usc.edu/wp-content/uploads/2020/06/AnswerLab_Issue9_main-061120-draft-2.pdf

de Araujo, Z. (2015). For your information: Review of applications of mathematics in economics. Mathematics Teacher, 108, 476 (Book Review).

de Araujo, Z. (2012). For your information: Review of Disrupting tradition: Research and practice pathways in mathematics education. Mathematics Teacher, 105, 554. (Book Review)

de Araujo, Z. (2011). For your information: Review of Dr. Stewart’s hoard of mathematical treasures. Mathematics Teacher, 104, 723. (Book Review)