Pedagogical Research

• Alday, R. B., & Panaligan, A. B. (2013). Reducing math anxiety of ccs students through e-learning in analytic geometry. Educational Research International, 2(1), 76-90.
• Aydin, H., & Monaghan, J. (2011). Bridging the divide–Seeing mathematics in the world through dynamic geometry. Teaching Mathematics and Its Applications: An International Journal of the IMA, 30(1), 1-9. https://doi.org/10.1093/teamat/hrq016
• Beilock, S. L., & Willingham, D. T. (2014). Math anxiety: Can teachers help students reduce it? American Educator, 38(2), 28-32.
• Boaler, J. (2008). What’s math got to do with it? Helping children learn to love their least favorite subject–And why it’s important for America. Penguin Group Inc.
• Buckley, P. A., & Ribordy, S. C. (1982). Mathematics anxiety and the effects of evaluative instructions on math performance. https://eric.ed.gov/?id=ED222334
• Chernoff, E. J., & Stone, M. (2014). An examination of math anxiety research. Gazette - Ontario Association for Mathematics, 52(4), 29-31.
• dos Santos Carmo, J., Gris, G., & dos Santos Palombarini, L. (2019). Mathematics anxiety: Definition, prevention, reversal strategies and school setting inclusion. In D. Kollosche, R. Marcone, M. Knigge, M. Penteado, & O. Skovsmose (Eds.), Inclusive mathematics education (pp. 403-418). Springer. https://doi.org/10.1007/978-3-030-11518-0_24
• Dowker, A., Cheriton, O., Horton, R., & Mark, W. (2019). Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics, 100(3), 211-230. https://doi.org/10.1007/s10649-019-9880-5
• Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, 508. https://doi.org/10.3389/fpsyg.2016.00508
• Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99-115. https://doi.org/10.1177/1365480214521457
• Furner, J. M. (1996). Mathematics teachers’ beliefs about using the National Council of Teachers of Mathematics Standards and the relationship of these beliefs to students’ anxiety toward mathematics [Unpublished doctoral dissertation]. University of Alabama.
• Furner, J. M. (2018). Using children’s literature to teach mathematics: An effective vehicle in a STEM world. European Journal of STEM Education, 3(3), 14. https://doi.org/10.20897/ejsteme/3874
• Furner, J. M. (2019). Math anxiety trends: A poor math attitude can be a real disability. Journal of Advances in Education Research, 4(2), 75-85. https://dx.doi.org/10.22606/jaer.2019.42004
• Furner, J. M. (2021). Addressing math anxiety in a stem world: Using children’s literature, photography, and GeoGebra to teach mathematics and get young people ready for gamification and life. In U. Bakan, & S. Berkeley (Eds.), Gamification and social networks in education (pp. 31-58). MacroWorld Pub. Ltd. https://doi.org/10.1007/978-981-15-7341-5_1
• Furner, J. M. (2022). Using manipulatives, children’s literature, and GeoGebra to create math confident students for a STEM world [Paper presentation]. The International Conference on Technology in Collegiate Mathematics 34^th Annual Conference.
• Furner, J. M. (2023). Connecting GeoGebra to math manipulatives and children’s literature to prepare students for a STEM world [Paper presentation]. The 6th North American GeoGebra Conference, May 8, 2023, Windsor University, OISE/UT, Toronto, Ontario, Canada.
• Furner, J. M., & Marinas, C. A. (2014). Addressing math anxiety in teaching mathematics using photography and GeoGebra [Paper presentation]. The International Conference on Technology in Collegiate Mathematics 26^th Annual Conference.
• Furner, J. M., & Marinas, C. A. (2016). A review of the best pre-made interactive GeoGebra activities [Paper presentation]. The International Conference on Technology in Collegiate Mathematics 28^th Annual Conference.
• Furner, J. M., & Marinas, C. A. (2020). Teaching math with GeoGebra while developing a passion for photography [Paper presentation]. The International Conference on Technology in Collegiate Mathematics 32^nd Annual Conference.
• Furner, J. M., & Worrell, N. L. (2017). The importance of using manipulatives in teaching math today. Transformations, 3(1), 4-28.
• Furner, J. M., & Yahya, N. (2020). Using GeoGebra, photography, and vocabulary to teach mathematics while aiding our ESOL populations. Transformations, 6(1), 19-41.
• Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal of Instructional Psychology, 37(1), 24-31.
• Gonzalez-DeHass, A. R., Furner, J. M., Vásquez-Colina, M. D., & Morris, J. D. (2017). Pre-service elementary teachers’ achievement goals and their relationship to math anxiety. Learning and Individual Differences, 60, 40-45. https://doi.org/10.1016/j.lindif.2017.10.002
• Gonzalez-DeHass, A. R., Furner, J. M., Vásquez-Colina, M. D., & Morris, J. D. (2023). Undergraduate students’ math anxiety: The role of mindset, achievement goals, and parents, International Journal of Science and Mathematics Education, 21(7), https://doi.org/10.1007/s10763-023-10416-4
• Hebert, T. P., & Furner, J. M. (1997). Helping high ability students overcome math anxiety through bibliotherapy. The Journal of Secondary Gifted Education, 4(8), 164-178. https://doi.org/10.1177/1932202X9700800403
• Holdren, J., Lander, E., & Varmus, H. (2010). Prepare and inspire: K-12 education in science, technology, engineering and math education for America’s future. The President’s Council of Advisors on Science and Technology, Office of Science and Technology Policy. http://www.whitehouse.gov/administration/eop/ostp/pcast/docsreports
• Hwang, W. Y., Su, J. H., Huang, Y. M., & Dong, J. J. (2009). A study of multi-representation of geometry problem solving with virtual manipulatives and whiteboard system. Educational Technology & Society, 12(3), 229-247.
• Iqbal, M. Z., Shams, J. A., & Nazir, M. (2021). Effect of using mathematics manipulatives on the student’s academic achievement. Journal of Science Education, 2(1), 10-20.
• Isdell, W. (2017). A Gebra named Al. Free Spirit Publishing Inc.
• Jones, J. C. (2012). Visualizing: Elementary and middle school mathematics methods. John Wiley and Sons, Inc.
• Larson, L. C., & Rumsey, C. (2018). Bringing stories to life: Integrating literature and math manipulatives. The Reading Teacher, 71(5), 589-596. https://doi.org/10.1002/trtr.1652
• Maloney, J. (2022). 10 key qualities of a good math teacher. https://www.bytelearn.com/articles/qualities-of-math-teacher/
• Mammarella, I. C., Caviola, S., Giofrè, D., & Borella, E. (2018). Separating math from anxiety: The role of inhibitory mechanisms. Applied Neuropsychology: Child, 7(4), 342-353. https://doi.org/10.1080/21622965.2017.1341836
• Marinas, C. A., Furner, J. M., & Escuder, A. (2016). Mathematically motivating students with photography and GeoGebra while addressing math anxiety. Scholars Journal of Research in Mathematics and Computer Science, 1(1), 1-12.
• Mathematics and Multimedia. (n. d.). Mathematics and multimedia K-12 mathematics teaching and learning through multimedia: GeoGebra essentials series. http://mathandmultimedia.com/2011/01/01/geogebra-essentials-series/
• Moore, S. D., & Rimbey, K. (2021). Mastering math manipulatives, grades K-3: Hands-on and virtual activities for building and connecting mathematical ideas. Corwin Press. https://doi.org/10.4135/9781071816028
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• Skagerlund, K., Östergren, R., Västfjäll, D., & Träff, U. (2019). How does mathematics anxiety impair mathematical abilities? Investigating the link between math anxiety, working memory, and number processing. PLoS ONE, 14(1), e0211283. https://doi.org/10.1371/journal.pone.0211283
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• Sripatmi, S., Azmi, S., Junaidi, J., Wulandari, N. P., & Lu’luilmaknun, U. (2023). Learning media recommendations and criteria for the validity of junior high school mathematics learning media books. Jurnal Teori dan Aplikasi Matematika [Journal of Mathematical Theory and Applications], 7(3), 662-675. https://doi.org/10.31764/jtam.v7i3.14907
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APA

Furner, J. M. (2024). The best pedagogical practices for teaching mathematics revisited: Using math manipulatives, children’s literature, and GeoGebra to produce math confident young people for a STEM world. Pedagogical Research, 9(2), em0193. https://doi.org/10.29333/pr/14194

Vancouver

Furner JM. The best pedagogical practices for teaching mathematics revisited: Using math manipulatives, children’s literature, and GeoGebra to produce math confident young people for a STEM world. PEDAGOGICAL RES. 2024;9(2):em0193. https://doi.org/10.29333/pr/14194

AMA

Furner JM. The best pedagogical practices for teaching mathematics revisited: Using math manipulatives, children’s literature, and GeoGebra to produce math confident young people for a STEM world. PEDAGOGICAL RES. 2024;9(2), em0193. https://doi.org/10.29333/pr/14194

Chicago

Furner, Joseph M.. "The best pedagogical practices for teaching mathematics revisited: Using math manipulatives, children’s literature, and GeoGebra to produce math confident young people for a STEM world". Pedagogical Research 2024 9 no. 2 (2024): em0193. https://doi.org/10.29333/pr/14194

Harvard

Furner, J. M. (2024). The best pedagogical practices for teaching mathematics revisited: Using math manipulatives, children’s literature, and GeoGebra to produce math confident young people for a STEM world. Pedagogical Research, 9(2), em0193. https://doi.org/10.29333/pr/14194

MLA

Furner, Joseph M. "The best pedagogical practices for teaching mathematics revisited: Using math manipulatives, children’s literature, and GeoGebra to produce math confident young people for a STEM world". Pedagogical Research, vol. 9, no. 2, 2024, em0193. https://doi.org/10.29333/pr/14194