For a full list of publications please visit Google Scholar.

Select Publications

Brown, R. E., Orrill, C. H., & Park, J. (in press). Differences in knowledge used by practicing teachers in a dynamic versus static proportional task. Mathematics Education Research Journal.

Brown, R. E., Epstein, M. L., & Orrill, C. H. (in press). When constant in a proportional relationship isn’t constant – A sign of not-so-shared understanding. Investigations in Mathematics Learning.

Orrill, C. H., & Millett, J. (in press). Teachers’ abilities to make sense of variable parts reasoning. Mathematical Thinking and Learning.

Orrill, C. H., Copur-Gencturk, Y., Cohen, A., & Templin, J. (2020). Revisiting purpose and conceptualization in the design of assessments for teachers of mathematics. To appear in Research in Mathematics Education.

Weiland, T., Orrill, C. H., Nagar, G. G., Brown, R. E., & Burke, J. (2020). Framing a robust understanding of proportional reasoning for teachers.  Journal of Mathematics Teacher Education.

Brown, R. E., Weiland, T., & Orrill, C. H. (2020). Mathematics teachers’ use of knowledge resources when identifying proportional situations. International Journal of Science and Mathematics Education, 18, 1085-1104.

Weiland, T., Orrill, C. H., Brown, R. E., & Nagar, G. G. (2019). Mathematics teachers’ ability to identify situations appropriate for proportional reasoning. Research in Mathematics Education, 21(3), 233-250. doi: 10.1080/14794802.2019.1579668

Orrill, C. H., & Cohen, A. (2016). Purpose and conceptualization: Examining assessment development questions through analysis of measures of teacher knowledge. In A. Izsák, J. T. Remillard, & J. Templin (Eds.), Psychometric methods in mathematics education: Opportunities, challenges, and interdisciplinary collaborations (pp. 139–153). Journal for Research in Mathematics Education Monograph Series No. 15. Reston, VA: National Council of Teachers of Mathematics.