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Creators/Authors contains: "Margolis, C"

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  1. ; ; ; ; ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Free, publicly-accessible full text available May 5, 2026
  2. ; ; ; ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kent State University)
    Free, publicly-accessible full text available November 21, 2025
  3. ; ; ; ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kent State University)
    Free, publicly-accessible full text available November 21, 2025
  4. ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)
    Accepted Manuscript Full Text Available
  5. ; ; ; ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)
    Accepted Manuscript Full Text Available
  6. ; ; ; (, Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
  7. ; ; ; ; (, Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Sacristán, A; Cortés_Zavala, J; Ruiz_Arias, P (Ed.)
    This paper reports an ongoing effort to address the problem of instructional capacity for high school geometry from a systems improvement perspective. In an effort to understand the system that contains the high school geometry instructional capacity problem, we identified key stakeholders and conducted preliminary interviews to learn about the problem from their perspective. We use these interview data to describe the system in more detail and to identify six major factors contributing to the high school geometry instructional capacity problem. 
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    Accepted Manuscript Full Text Available