# Writing

### Below, you’ll find my writing organized by publication type and year. For questions on any specific publication, feel free to message my office, and a teaching staff member will respond as soon as possible.

## Publications

## 2024

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.

## 2023

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)

## 2022

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)

## 2021

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).

## 2020

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)

## 2019

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/.

## 2018

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)

## 2017

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/.

## 2015

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).