### Recent publications

Barton, B., Oates, G., Paterson, J., & Thomas, M. O. J. (2014). A marriage of continuance: Professional development for mathematics lecturers*. Mathematics Education Research Journal 27*(2), 147-164. DOI: 10.1007/s13394-014-0134-7

Kensington-Miller, B., Novak, J., & Evans, T. (2016) Just do it: flipped lecture, determinants and debate.

Kontorovich, I. (2016). √9=? The answer depends on your lecturer. *Research in Mathematics Education*, *18*(3), 284–299.

Novak, J., Kensington-Miller, B., & Evans, T. (2017). Flip or flop? Students’ perspectives of a flipped lecture in mathematics. *International Journal of Mathematical Education in Science and Technology, 48* (5), 647-658. 10.1080/0020739X.2016.1267810

Oates, G. & Evans, T. (2017). Research mathematicians and mathematics educators: collaborating for professional development. In K. Patterson (Ed.), *Focus on Mathematics Education Research *(pp. 1-30). New York: NOVA Science Publishers.

Scheiner, T. (2016). Teacher noticing: enlightening or blinding?. *ZDM, 48* (1-2), 227-238. 10.1007/s11858-016-0771-2

Thomas, M., & Yoon, C. (2014). The impact of conflicting goals on mathematical teaching decisions. *Journal of Mathematics Teacher Education, 17* (3), 227-243. 10.1007/s10857-013-9241-8

Yoon, C., Kensington-Miller, B.A., Sneddon, J. & Bartholomew, H. (2011). It’s not the done thing: Social norms governing students’ passive behaviour in undergraduate mathematics lectures. *International Journal of Mathematical Education in Science and Technology*, *42*(8), 1107-1122.