Tye Campbell, PhD

Select Publications & Presentations

Peer-Reviewed Journal Articles

Campbell, T. G. (forthcoming). Examining how middle grade mathematics students seize learning opportunities through conflict in small groups. Mathematical Thinking and Learning.

Campbell, T. G., King, S., & Zelkowski, J. (2021). Comparing middle grade students’ oral and written arguments. Research in Mathematics Education, 23(1), 21-38. https://doi.org/10.1080/14794802.2020.1722960

Campbell, T. G., & Yeo, S. (2020). Conceptualizing student responsibilities in discourse-rich classrooms. Journal of Mathematics Education at Teachers College, 11(2), 13-21.

Campbell, T. G., & Hodges, T. S. (2020). Using positioning theory to examine how students collaborate in groups in mathematics. International Journal of Educational Research, 103, 1-13. https://doi.org/10.1016/j.ijer.2020.101632

Campbell, T. G., & Zelkowski, J. (2020). Technology as a support for proof and argumentation: A systematic review. The International Journal for Technology in Mathematics Education, 27(2), 113-124.

Tawbush, R. L., Stanley, S. D., Campbell, T. G., Webb, M. (2020). International comparison of K-12 STEM teaching practices. Journal of Research in Innovative Teaching & Learning, 13(1), 115-128. http://doi.org/10.1108/JRIT-01-2020-0004

Campbell, T. G., & King, S. (2020). Eighth grade students’ use of communal criteria for collaborative proving. Investigations in Mathematics Learning, 12(2), 124-141. https://doi.org/10.1080/19477503.2020.1740382

Campbell, T. G., Boyle, J. D., & King, S. (2020). Proof and argumentation in K-12 mathematics: A review of conceptions, content, and support. International Journal of Mathematical Education in Science and Technology, 21(5), 754-774. https://doi.org/10.1080/0020739X.2019.1626503

Refereed Conference Papers

King, S., & Campbell, T. G. (2019). Using interpersonal discourse in small group development of mathematical arguments. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St Louis, MO: University of Missouri.

Zelkowski, J., Campbell, T. G., & Gleason, J. (2018). Programmatic effects of capstone math content and math methods courses on teacher licensure exams nucleus. In W. M. Smith, B. R. Lawler, J. F. Strayer, & L. Augustyn (Eds.), Proceedings of the seventh annual Mathematics Teacher Education Partnership Conference (pp. 91– 96). Washington, DC: Association of Public and Land-grant Universities.

Book Reviews

Campbell, T. G. (2019). [Review of the book We reason & we prove for ALL mathematics: Building students’ critical thinking, grades 6-12, by F. Arbaugh, M. Smith, J. Boyle, G. J. Stylianides, and M. Steele]. Research in Mathematics Education. Advanced online publication. https://doi.org/10.1080/14794802.2019.1587718

National

Campbell, T. G. (2020). Patterns of engagement exhibited by preservice secondary mathematics teachers while collaboratively constructing proofs. Paper to be presented at American Educational Research Association [AERA] Annual Meeting, San Francisco, CA. (Conference Canceled due to COVID-19)

Campbell, T. G. (2020). Productive interactions while collaboratively proving. Paper to be presented at 14^th International Congress on Mathematical Education [ICME-14], Shanghai, China. (Conference postponed due to COVID-19)

Campbell, T. G., King, S, Glover, E., & Mudd, A. (2019). Supporting middle grade students’ argumentative abilities through communal criteria for proof and collective argumentation. Poster presented at the North American Chapter of the International Group for the Psychology of Mathematics Education, St. Louis, MO.

King, S., & Campbell, T. G. (2019). Using interpersonal discourse in small group development of mathematical arguments. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Paper presented at The North American Chapter of the International Group for the Psychology of Mathematics Education, St. Louis, MO.

Zelkowski, J., Campbell, T. G. (2019). Alabama’s practitioner leaders for underserved schools in mathematics. Poster presented at 2019 Noyce Summit, Washington, D.C.

Campbell, T. G., & King, S. (2019). Argumentation in K-12 mathematics classrooms: A systematic literature review. Paper presented at American Educational Research Association [AERA] Annual Meeting, Toronto, ON.

King, S. & Campbell, T. G. (2019). Developing students’ ability to create arguments through collective argumentation. NCTM Annual Meeting, San Diego, CA.

King, S., & Campbell, T. G. (2019). Empowering student voice in mathematical argument development: A Harkness approach. Poster presented at the 23^rd Annual AMTE Conference, Orlando, FL.

Zelkowski, J., & Campbell, T. G. (2018). Secondary mathematics programmatic coursework effects on Praxis II and edTPA. Paper presented at the 22^nd Annual AMTE Conference, Houston, TX.

Regional

Zelkowski, J., & Campbell, T. G. (2021). The relationship of program design, coursework, and sequencing on certification licensure exams. Paper presented at Southern Georgia Mathematics Conference, virtual conference.

Tawbush, R. L., Stanley, S. D., Campbell, T. G., Webb, M. (2020). International comparison of K-12 STEM teaching practices. Paper presented at the Mid-South Educational Research Association meeting, virtual conference.

Campbell, T. G. (2020). Examining how middle grade mathematics students develop learning opportunities through conflict in small groups. Paper presented at the Mid-South Educational Research Association meeting, virtual conference.

Campbell, T. G. (2020). Using positioning theory to examine how students collaborate in groups in mathematics. Paper presented at Southern Universities Graduate Research Symposium via Zoom, Tuscaloosa, AL.

Campbell, T. G., Glover, E. (2019). Reasoning and proof in grades 6-8. NCTM Regional Meeting, Nashville, TN.

Campbell, T. G., King, S. (2018). Argumentation in K-12 mathematics classrooms: A systematic review. Paper presented at the 47^th annual Mid-South Educational Research Association meeting, Pensacola, FL.

King, S., Campbell, T. G. (2018). Developing students’ ability to create arguments through collective argumentation. Paper presented at the 47^th annual Mid-South Educational Research Association meeting, Pensacola, FL.

State

Campbell, T. G. (2019). Eighth-grade students’ use of communal criteria for proving. Paper presented at The University of Alabama 2018 ESPRMC Graduate Research Symposium, Tuscaloosa, AL.

Campbell, T. G. (2019). Proof and argumentation in K-12 mathematics: A review of conceptions, content, and support. Paper presented at The University of Alabama 2018 ESPRMC Graduate Research Symposium, Tuscaloosa, AL.

Dai, D., Zelkowski, J., Campbell, T. G. (2018). Understanding inverse functions through data modeling and transformations. Alabama Council of Teachers of Mathematics Fall Forum, Birmingham, AL.

Campbell, T. G. (2018). Argumentation in the math classroom. Mountain Brook Schools Learning Conference, Mountain Brook, AL.

Campbell, T. G. (2018). Argumentation in the middle grades. Alabama Council of Teachers of Mathematics Fall Forum, Birmingham, AL.

Campbell, T. G. (2018). Generic example arguments: A discussion paper. Paper presented at The University of Alabama 2018 ESPRMC Graduate Research Symposium, Tuscaloosa, AL.

Robertson, W.B., Campbell, T. G., Walton, M., Longshore, C. & Acosta, M. M. (2018). A panel discussion: Analyzing a memory construction on race. Panel Speaker at The University of Alabama 2018 ESPRMC Graduate Research Symposium, Tuscaloosa, AL.

Campbell, T. G., Robertson, W. B., & Acosta, M. M. (2018). “Teaching in these times”: Justice-centered pedagogy in higher education, a fireside chat for emerging scholars. Panel Moderator at The University of Alabama College of Education Council for Diversity Initiatives Dialogue Series, Tuscaloosa, AL.

Contact Tye Campbell