Peer-Reviewed Publications
Manizade, A. G., Jacobsen, L. (2013). Access to professional development opportunities
for mathematics teachers in rural USA. In Lindmeier, A.M. & Heinze, A. (Eds.)
Proceedings of the 37th Conference of the International Group for the Psychology of
Mathematics Education, 5, 243. Keil, Germany: PME.
Jacobsen, L. J. (2012). Preface to .Equity in mathematics education: Unions and intersections of
feminist and social justice literature.. In H. Forgasz & F. Rivera (Eds.), Advances in Mathematics
Education: Equity and Diversity in Mathematics Education. New York: Springer. Along with this
preface, my original ZDM article from 2008 was reprinted.
Jacobsen, L. J. (2010). Embedding mathematics in the elementary teacher education curriculum
network. Philosophy of Mathematics Education Journal, 25. Retrieved from
http://people.exeter.ac.uk/PErnest/ [Invited contribution to special issue on Critical Mathematics
Education].
Jacobsen, L. J., & Mistele, J. (2010). A balancing act: Mathematics teacher education in the
public interest. In A. Manouchehri & D. Owens (Eds.), Proceedings of the 32nd Annual Meeting
of the North American Chapter for the International Group for the Psychology of Mathematics
Education (PME-NA), Columbus, OH.
Jacobsen, L. J.,, & Mistele, J. M. (2010). Please don‘t do .Connect the dots.: Mathematics lessons
with social issues. Science Education and Civic Engagement: An International Journal, 2(2), 9-
15.
Spielman, L. J. (2009). Mathematics education in the public interest: Preservice teachers‘
engagement with and reframing of mathematics. In S. L. Swars, D. W. Stinson, & S. Lemons-
Smith (Eds.), Proceedings of the 31st Annual Meeting of the North American Chapter for the
International Group for the Psychology of Mathematics Education (PME-NA), Atlanta, GA.
Mistele, J., & Spielman, L. J. (2009). Engaging preservice teachers in mathematics: Social
analysis in the mathematics classroom. Democracy and Education, 18(3), 64-67.
Mistele, J., & Spielman, L. J. (2009). The impact of .Math for Social Analysis. on math anxiety
in elementary preservice teachers. Academic Exchange Quarterly, 12(4), 93-97.
(Paper also appeared in S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.) (2009,
September), Proceedings of the 31st Annual Meeting of the North American Chapter for the
International Group for the Psychology of Mathematics Education (PME-NA), Atlanta, GA.)
Spielman, L. J. (2008). Equity in mathematics education: Unions and intersections of feminist
and social justice literature. ZDM – The International Journal on Mathematics Education, 40(5),
647-657.
Spielman, L. J. (2007). A case in mathematics education using skits to connect preservice
teachers‘ language and practices. Education, 128(1), 125-137.
Spielman, L. J., & Lloyd, G. M. (2005). Contextualizing =mathematics‘ in elementary teacher
education. In G. M. Lloyd, M. Wilson, J. L. M. Wilkins, & S. L. Behm (Eds.), Proceedings of the
27th Annual Meeting of PME-NA, Roanoke, VA.
Behm, S. L., Lloyd, G. M., Spielman, L. J. (2004). Curriculum negotiation and the
implementation of conceptually different materials. In D. E. McDougall & J. A. Ross (Eds.),
Proceedings of the 26th Annual Meeting of PME-NA. (vol. 3, pp. 1300-1301). Toronto: OISE/UT.
Spielman, L. J., & Lloyd, G. (2004). The impact of enacted mathematics curriculum models on
preservice elementary teachers' course perceptions and beliefs. School Science and Mathematics,
104(1), 1-13.
Wilson, M. R., & Spielman, L. J., (2003, July). Teachers' conceptions of graph theory and
functions: Implications for teaching. In N. Pateman, B. Dougherty, & J. Zilliox (Eds.),
Proceedings of the 2003 Joint Meeting of PME and PMENA (vol. 1, p. 335). Honolulu, HI.