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### Recent publications

Griffith Moala, J., Yoon, C., & Kontorovich, I. (2017). A puzzling misconception or a logically persistent way of understanding? Examining structures of attention. In B. Kaur, W. K. Ho, T. L. Toh and B. H. Choy (Eds), *Proceedings of the 41*^{th} Conference of the International Group for the Psychology of Mathematics Education (vol. 2, pp. 369–376). Singapore: PME.

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

Kontorovich, I. (published online). Why Johnny struggles when familiar concepts are taken to a new mathematical domain: Towards a polysemous approach. *Educational Studies in Mathematics*.

Kontorovich, I., & Zazkis, R. (2017). Mathematical conventions: Revisiting arbitrary and necessary. *For the Learning of Mathematics*, *37*(1), 29–34.

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

Pfannkuch, M., Arnold, P., & Wild, C.J. (2015). What I see is not quite the way it really is: Students’ emergent reasoning about sampling variability. *Educational Studies in Mathematics, 88*(3), 343–360. doi: 10.1007/s10649-014-9539-1

Pfannkuch, M. Budgett, S., Fewster, R., Fitch, M., Pattenwise, S., Wild, C., & Ziedins, I. (2016). Probability modelling and thinking: What can we learn from practice? *Statistics Education Research Journal*, 15(2), 11–37. http://iase-web.org/documents/SERJ/SERJ15(2)_Pfannkuch.pdf

Scheiner, T. (2016). New light on old horizon: Constructing mathematical concepts, underlying abstraction processes, and sense making strategies. *Educational Studies in Mathematics, 91* (2), 165-183. 10.1007/s10649-015-9665-4

Yoon, C. (2016). Visualisation for different mathematical purposes. In A. Saenz-Ludlow and G. Kadunz (Eds.) *Semiotics as a tool for learning mathematics: How to describe the construction, visualization, and communication of mathematical concepts* (pp. 69-88). Sense Publishers.