BOOKS
Jansen, A. (March, 2020). Rough Draft Math: Revising to Learn. Portland, ME: Stenhouse Publishers.
Middleton, J. A., & Jansen, A. (2011). Motivation Matters, and Interest Counts: Fostering Engagement in Mathematics, Reston, VA: National Council of Teachers of Mathematics.
PEER REVIEWED PUBLICATIONS
Jansen, A., Curtis, K., Mohammad Mirzaei, A., Cullicott, C. E., Smith, E. P., & Middleton, J. (2023). Secondary mathematics teachers’ descriptions of student engagement. Educational Studies in Mathematics, 113(3), 425-442.
Middleton, J. A., Wiezel, A., Jansen, A., & Smith, E. (2022). Tracing mathematics engagement in the first year of high school: Relationships between prior experience, observed support, and task-level emotion and motivation. ZDM -Mathematics Education, 55(2), 427-445.
Newton, K. J., Jansen, A., & Puleo, P. (2022). Elements of instruction that motivate students with learning disabilities to learn fractions. Mathematical Thinking and Learning, online first.
Jansen, A., Kalb, L., & McCunney, D. (2021). Middle school mathematics teachers' efforts to foster classroom democracies: A response to "Creating a democratic mathematics classroom." Democracy & Education, 29(2), 5.
Riske, A. K., Cullicott, C. E., Mirzaei, A. M., Jansen, A., & Middleton, J. (2021). Student Engagement with the “Into Math Graph" Tool. Mathematics Teacher: Learning and Teaching PK-12, 114(9), 677-684.
Curtis, K., Lindo, K., & Jansen, A. (2021). Discourse Can Create a Learning Culture. Mathematics Teacher: Learning and Teaching PK-12, 114(1), 55-62.
Headrick, L., Wiezel, A., Tarr, G., Zhang, X., Cullicott, C. E., Middleton, J. A., & Jansen, A. (2020). Engagement and affect patterns in high school mathematics classrooms that exhibit spontaneous problem posing: an exploratory framework and study. Educational Studies in Mathematics, 105(3), 435-456.
Flores, A., Phelps, C., & Jansen, A. (2017). Reflections on transformative experiences with mathematical inquiry: The case of Christine. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 27(1), 47-57.
Jansen, A., Cooper, B., Vascellaro, S., & Wandless, P. (2016). Rough draft talk in mathematics classrooms. Mathematics Teaching in the Middle School. 22(5), 304-307.
Jansen, A., & Bartell, T. (2013). Caring mathematics instruction: Middle school students’ and teachers’ perspectives. Middle Grades Research Journal, 8(1), 33-50.
Jansen, A., Herbel-Eisenmann, B., & Smith, J. P. III. (2012). Detecting students’ experiences of discontinuities between middle school and high school mathematics programs: Learning during boundary crossing. Mathematical Thinking and Learning, 14(4), 285-309.
Jansen, A. (2012). Developing productive dispositions during small-group work in two sixth-grade mathematics classrooms: Teachers’ facilitation efforts and students’ self-reported benefits. Middle Grades Research Journal, 7(1), 37-56.
Jansen, A. (2008). An investigation of relationships between seventh grade students’ beliefs and their participation during mathematics discussions in two classrooms. Mathematical Thinking and Learning, 10(1), 68-100.
Star, J. R., Smith, J. P. III, & Jansen, A. (2008). What do students notice as different between reform and traditional mathematics programs? Journal for Research in Mathematics Education, 39(1), 9-32.
Jansen, A. (2006). Seventh graders’ motivations for participating in two discussion-oriented mathematics classrooms. Elementary School Journal, 106(5), 409-428.
Star, J. R. & Hoffmann, A. J. (2005). Assessing the impact of Standards-based curricula: Investigating students’ epistemological conceptions of mathematics. The Mathematics Educator, 15(2), 25-34.
BOOK CHAPTERS
Jansen, A. (2020). Engagement with mathematics. In S. Lerman (Ed.), Encyclopedia of Mathematics Education. Heidelberg: Springer. https://doi.org/10.1007/978-3-319-77487-9_100040-1
Wiezel, A. Middleton, J.A., & Jansen, A. (2019). Mathematics Learning Experiences: The Practice of Happiness and the Happiness of Practice. In S. Chamberlain & B. Sriraman, (Eds.), Affect and Mathematical Modeling (pp. 159-176). Charlotte, NC: Information Age Publishers.
Middleton, J., Jansen, A., & Goldin, G. (2017). The complexities of mathematical engagement: Motivation, affect, and social interactions. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 667-699). Reston, VA: NCTM.
Flores, A., Jansen, A., Phelps, C., & Cline, L. (2017). A mathematics inquiry course: Teaching mathematics in a humanistic way. In B. Gold, C. E. Behrens, & R. A. Simons (Eds.), Using the Philosophy of Mathematics in Teaching Undergraduate Mathematics (pp. 209-218), Washington, D.C.: The Mathematical Association of America.
Middleton, J., Jansen, A., & Goldin, G. (2016). Motivation. In M. Hannula (Ed.), Attitudes, Beliefs, Motivation and Identity in Mathematics Education: An Overview of the Field and Future Directions. ICME-13 Topical Study (pp. 17-23). New York: Springer.
Jansen, A. (2011). Listening to mathematics students' voices to assess and build upon their motivation: Learning in groups. In D. J. Brahier (Ed.), Motivation and Disposition: Pathways to Learning Mathematics, Seventy-third Yearbook, (pp. 201-214). Reston, VA: NCTM.
PEER REVIEWED PUBLICATIONS
Jansen, A., & Center for Inquiry and Equity in Mathematics. (2023). Entangling and disentangling inquiry and equity: Voices of mathematics education professors and mathematics professors. Journal of Urban Mathematics Education, 16(1), 10-39.
Smith, E. P., Kelly, J., Sappington, S., Warren, K., & Jansen, A. (2023). Using judicious telling to strengthen literacy in mathematics. Mathematics Teacher: Learning and Teaching Pre-K–12, 116(2), 115-123.
Jansen, A., Gallivan, H., Miller, E. (2020). Early-career teachers’ instructional visions for mathematics teaching: impact of elementary teacher education. Journal of Mathematics Teacher Education, 23(2), 183-207.
Featured on the April 3, 2019 episode of the Math Ed Podcast
Hohensee, C., & Jansen, A. (2017). Elementary pre-service teachers’ transitional conceptions of partitive division with proper-fraction divisors. Mathematical Thinking and Learning, 19(4), 201-236.
Jansen, A., Berk, D., & Meikle, E. (2017). Investigating alignment between elementary mathematics teacher education and graduates’ teaching of mathematics for conceptual understanding. Harvard Educational Review, 87(2), 225-250.
Jansen, A., & Hohensee, C. (2016). Examining and elaborating upon the nature of elementary prospective teachers’ conceptions of partitive division with fractions. Journal of Mathematics Teacher Education, 19(6), 503-522.
Thanheiser, E., & Jansen, A. (2016). Inviting prospective teachers to publicly share their rough draft mathematical thinking. Mathematics Teacher Educator, 4(2), 145-163.
Jansen, A. (2009). Prospective elementary teachers’ motivation to participate in whole-class discussions during mathematics content courses for teachers. Educational Studies in Mathematics, 71(2), 145-160.
Jansen, A., & Spitzer, S. M. (2009). Prospective middle school mathematics teachers’ reflective thinking skills: Descriptions of their students’ thinking and interpretations of their teaching. Journal of Mathematics Teacher Education, 12(2), 133-151.
Jansen, A., Bartell, T., & Berk, D. (2009). The role of learning goals in building a knowledge base for elementary mathematics teacher education. Elementary School Journal, 109(5), 525-536.
McCrory, R., Putnam, R. T., & Jansen, A. (2008). Interaction in online courses for teacher education: Subject matter and pedagogy. Journal of Technology and Teacher Education, 16(2), 155-180.
Hiebert, J., Morris, A. K., Berk, D., & (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47-61.
BOOK CHAPTERS
Jansen, A., & Hohensee, C. (2016). Why teach mathematics? Values underlying mathematics teaching in feature films. In M. Shoffner (Ed.), Exploring Teachers in Fiction and Film: Saviors, Scapegoats and Schoolmarms (pp. 90-102), New York, NY: Routledge.
OTHER PUBLICATIONS (INVITED, ETC.)
Jansen, A. (2020). Rough-Draft Thinking and Revising in Mathematics. Mathematics Teacher: Learning and Teaching PK-12, 113(12), e107-e110.
Jansen, A., Berry, R. Q., & Willoughby, L. (2019). Math skills: Helping handout for home. In G.G. Bear & K. Minke, (Eds.). Helping handouts to support students at school and home, (pp. S1H3). Bethesda, MD: National Association of School Psychologists.
Jansen, A., Johnson, H. L., & Gardner, A. (2019). Mathematics problem solving: Helping handout for school. In G.G. Bear & K. Minke, (Eds.). Helping handouts to support students at school and home, (pp. S1H5). Bethesda, MD: National Association of School Psychologists.
Jansen, A., Star, J. R., & Barbieri, C. A. (2019). Mathematics computation: Helping handout for school. In G.G. Bear & K. Minke (Eds.), Helping handouts to support students at school and home, (pp. S1H4). Bethesda, MD: National Association of School Psychologists.
Jansen, A., DiNapoli, J., & McKenney, K. (2017). Reconsidering affect in mathematics education – A review of From Beliefs to Dynamic Affect Systems in Mathematics Education: Exploring a Mosaic of Relationships and Interactions. Journal for Research in Mathematics Education, 48(1), 106-110.
Jansen, A., & Marzocchi, A. (2015). Challenging mathematics education researchers to undertake grand problems—A review of Vital Directions for Mathematics Education Research. Journal for Research in Mathematics Education, 46(2), 244-247.
Jansen, A. (2014). The life of the mind… in the company of others. In E. M. Furtak and I. P. Renga (Eds.), The Road to Tenure: Interviews, Rejections, and Other Humorous Experiences, (pp. 89-96). New York, NY: Rowman & Littlefield.
Jansen, A. (2014). Lessons I have learned from a decade of working as a mathematics teacher educator. AMTE Connections, 23(4), 5-7.
