Writing

Lilly, K. & Conway, B. (2024, accepted). Evaluation of pen-and-paper homework and project-based learning of statistical literacy in an introductory statistics course. Journal of Statistics and Data Science Education, 33(1).

Johnson, V. & Conway, B. (2024, accepted). Teaching mathematics for social justice. Benjamin Banneker Association, 5(??).

Conway, B. & Hammonds, K. (2024, accepted). Utilizing and revising a teaching and mathematical practices indicator for equity-based instruction. In D. Polly, E. Garin, & C. Martin (Eds.), Clinically Based Teacher Education in Action: Cases from Mathematics Teacher Educators. Information Age Publishing.

Conway, B. & Mitchell, M. (2023). Intersecting language and mathematics with interlocking cubes. Mathematics Teacher: Learning and Teaching PK-12, 116(10). https://doi.org/10.5951/MTLT.2023.0044

Conway, B. & Duncan, C. (2023). Correlation, causation, statistics, and soteriology. Journal of the Association of Christian Mathematical Sciences, 9(1). "Correlation, Causation, Statistics, and Soteriology" by Basil Conway IV and Chris Duncan (taylor.edu)

Conway, B. (2022, November 25). Weekend Picks. Retrieved from http://www.drbickmoresyawednesday.com/.

Conway, B. & Thanheiser, E. (2022, October 25). How to teach math for social justice in ways that align with your curriculum. Corwin Connect. Retrieved from https://corwin-connect.com/2022/10/how-to-teach-math-for-social-justice-in-ways-that-align-with-your-curriculum/.

Conway, B., Id-Deen, L., Raygoza, M., Ruiz, A., Staley, J., & Thanheiser, E. (2022). Middle school mathematics lessons to explore, understand, and respond to social injustice. Corwin: Thousand Oaks, CA. Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (corwin.com)

Mobley, R., & Conway, B. (2022). Do zip codes predict test scores? Reflections, 15(2). Retrieved from https://www.gctm.org/page-1709568.

Strutchens, M., Conway, B., Mangram, C., Erickson, D., & Ratliff, B. (2022). Implementing the paired placement model: Foregrounding the impact on key stakeholders. In D. Polly, R. W. Burns, E Garin, & B. Badiali (Eds.), Preparing quality teachers: Advances in clinical practice (pp. 35-37). IAP Publishing. IAP || Book || Preparing Quality Teachers (infoagepub.com)

Anderson, P. & Conway, B. (2021). The cooperative collaborative of Columbus. Mathematics Teacher Education Partnership. Retrieved from https://www.aplu.org/our-work/5-archived-projects/stem-education/mathematics-teacher-education-partnership/mtep-conferences-meetings/mtep10-materials/.

Conway, B., Easley, K., & Crawford, S. (2021). Using induced variability to help make critical inference about injustice. Reflections, 14(2). Retrieved from https://www.gctm.org/page-1709498.

Conway IV, B. (2021). An opportunity for the tracked. School Science and Mathematics, 121(3), 175-186. https://doi.org/10.1111/ssm.12459

Dacia, S. L., Brooks, S., Conway, B. M., & Nguyen, H. (2021). Teaching statistics for social justice--An autoethnographic research report. Georgia Educational Researcher, 18(1), 48-71. Teaching Statistics for Social Justice - An Autoethnographic Research Report (ed.gov)

Berry, R., Conway, B., Lawler, B. & Staley, J. (2021). Teaching Mathematics about, with, and for social justice. Benjamin Banneker Association, 4(41).

Berry, R., Conway, B., Lawler, B. & Staley, J. (2020). High school mathematics lessons to explore, understand, and respond to social injustice. Mathematics Teacher, 113 (9) e34-e36. https://doi.org/10.5951/MTLT.2020.0152

Berry, R., Conway, B., Lawler, B., & Staley, J. (2020, April 30). Why and How Might High School Mathematics Teachers Have Students’ Explore, Understand, and Respond to Social Injustice? Corwin connect. Retrieved from https://corwin-connect.com/2020/04/why-and-how-might-high-school-mathematics-teachers-have-students-explore-understand-and-respond-to-social-injustice/.

Conway, B. (2020, April 15). Moving toward a virtual math classroom? Matching modes of instruction to learning goals. Corwin Connect. Retrieved from https://corwin-connect.com/2020/04/moving-toward-a-virtual-math-classroom-matching-modes-of-instruction-to-learning-goals/.

Conway, B. & Nguyen, H. (2020). Incorporating social justice into statistical instruction:  Using action research to impact pre-service teachers. International Journal for the Scholarship of Teaching and Learning, 14 (1), 13. Incorporating Social Justice into Statistical Instruction: Using Action Research to Impact Pre-Service Teachers (ed.gov)

Berry, R., Conway, B., Lawler, B., & Staley, J. (2020). High school mathematics lessons to explore, understand, and respond to social injustice. Corwin: Thousand Oaks, CA. High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (corwin.com)

Strutchens, M.E., Whitfield, J., Erickson, D., & Conway, B. (2020). Fostering collaborative and reflective teacher candidates through paired placement student teaching experiences. In W. G. Martin, A. Lischka, W. M. Smith, & B. R. Lawler, (Eds.), The Mathematics Teacher Education Partnership: The power of a networked improvement community to transform secondary mathematics teacher preparation: (pp. 257-280). Association of Mathematics Teacher Educators, IAP Publishing. IAP || Book || The Mathematics Teacher Education Partnership (infoagepub.com)

Conway, B., Martin, G., Strutchens, M., Kraska, M. & Huang, H. (2019). The statistical reasoning learning environment: A comparison of students’ statistical reasoning ability. Journal of Statistics Education, 27(3), Pages 171-187. Retrieved from https://www.tandfonline.com/doi/full/10.1080/10691898.2019.1647008.

Conway, B. & Seamon-Lilly, K. (2019). Integrating critical pedagogy with teaching statistics for social justice. In G. Mariano & F. Figliano (Eds.) Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, Hershey, PA: IGI Global. https://www.igi-global.com/book/handbook-research-critical-thinking-strategies/210222

Conway, B. & Stone, J. (2019, June). Sharing and Building Resources to Equip and Empower Mathematics Teacher Educators. In W. M. Smith, J. F. Strayer, R. S. Jones, K. Callahan, & L. Augustyn, (Eds.), Proceedings of the eighth annual Mathematics Teacher Education Partnership conference. St Louis, MO: Association of Public and Land-grant Universities. Retrieved from https://www.aplu.org/projects-and-initiatives/stem-education/mathematics-teacher-education-partnership/mtep-conferences-meetings/.

Strutchens, M., Whitfield J., Conway, B. Erickson, D., Mangram, C., & Ellis, R., (2019, June). Paired-Placement Internships: Clinical Teaching Becomes A Collaborative and Empowering Model for Ongoing Professional Development. Proceedings at the Mathematics Teacher Education Partnership Annual Conference; St. Louis, MO. Retrieved from https://www.aplu.org/projects-and-initiatives/stem-education/mathematics-teacher-education-partnership/mtep-conferences-meetings/.

Strutchens, M., Sears, R., Whitfield, J., Lewis, J., Erickson, D., Brosnan, P., Conway, B., Junor-Clarke, P., Biagetti, S., Parrish, C., & Ellis, R. (2018). Implementation of paired placement and co-planning /co-teaching field experience models across multiple contexts. In T. Hodges & A. Baum (Eds.) Handbook of Research on Field Based Teacher Education. Hershey, PA: IGI Global. https://www.igi-global.com/book/handbook-research-field-based-teacher/198506

Conway, B., Strutchens, M., Martin, W. G., & Kenney, L. (2018). Using Equitable Pedagogy to Increase Students’ Participation in AP Statistics. In D. White, A. Fernandes & M. Civil (Eds.), Access and Equity: Promoting High Quality Mathematics in Grades 9-12. (pp. 65-76) Reston, VA: National Council for Teachers of Mathematics. Access and Equity: Promoting High-Quality Mathematics in Grades 9-12 - National Council of Teachers of Mathematics (nctm.org)

Conway, B., Erikson, D., Parish, C., Strutchens, S., & Whitfield, J. (2017, October). An alternative approach to the traditional internship model.  Paper presented at the Georgia Association of Mathematics Teacher Educators, Eagle Rock, GA. Retrieved from http://digitalcommons.georgiasouthern.edu/gamte/.

Dillon, F., Martin, W. G., Conway, B., & Strutchens, M. (2017). The common core mathematics companion: The standards decoded for high school; What they say, what they mean, how to teach them. Thousand Oaks, CA: Corwin Publishing. https://www.nctm.org/Store/Products/Access-and-Equity--Promoting-High-Quality-Mathematics-in-Grades-9-12/

Strutchens, M., Conway, B., & Hood, A. (2017). Access, equity, empowerment, and advocacy. In A. Culpepper, M. Massey, J. Watson, and J. Zelkowski. Alabama Strategic mathematics planning committee report. Montgomery, AL: Alabama State Department of Education. Retrieved from https://www.alsde.edu/ofc/osl/Documents/.

Conway, B. (2015). A comparison of high school students’ development of statistical reasoning outcomes in high and low statistical reasoning learning environments (Doctoral dissertation). Retrieved from Auburn University Electronic Theses and Dissertations. (http://hdl.handle.net/10415/4971).