~ – indicates classroom teacher co-author
* – Indicates student co-author
* – Indicates student co-author
books
2020
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Radakovic, N., & Jao, L. (Eds.). (2020). Borders in mathematics pre-service teacher education. Springer.
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2018
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Jao, L., & Radakovic, N. (Eds.). (2018). Transdisciplinarity in mathematics education: Blurring disciplinary boundaries. Springer.
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book chapters
2020 |
Jao, L., & Radakovic, N. (2020). Introduction: Borders in mathematics pre-service teacher education. In N. Radakovic & L. Jao (Eds.), Borders in mathematics pre-service teacher education (pp. xv-xxiv). Springer.
Jao, L., *Rao, N., & *Stewart, A. (2020). Bridging the gap between coursework and practica: Secondary mathematics pre- service teachers’ perceptions about their teacher education program. In N. Radakovic & L. Jao (Eds.), Borders in mathematics pre-service teacher education (pp. 119-139). Springer. (full text) |
2019 |
Jao, L. (2019). Gifted programs: Meeting the needs of exceptional students, or just good teaching practice? In P. P. Trifonas & S. Jagger (Eds.), Handbook of cultural studies in education (pp. 113-123). Routledge. (full text)
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2018 |
Jao, L. (2018). Considering both academic and social domains: Increasing student engagement in at-risk classrooms. In A. Kajander, J. Holm, & E. Chernoff (Eds.), Teaching and learning secondary school mathematics: Canadians’ perspective in an international context (pp. 257-267). Springer. (full text)
Radakovic, N. & Jao, L. (2018). Introduction: The transdisciplinary nature of mathematics education. In L. Jao & N. Radakovic (Eds.), Transdisciplinarity in mathematics education: Blurring disciplinary boundaries (pp. xi-xviii). Springer. Jao, L., *Proietti, M., & Kobiela, M. (2018). Examining the development of a transdisciplinary collaboration. In L. Jao & N. Radakovic (Eds.), Transdisciplinarity in mathematics education: Blurring disciplinary boundaries (pp. 255-275). Springer. (full text) |
2011 |
Jao, L. (2011). Multiple representations: An accessible and inclusive strategy for facilitating the construction of student mathematical knowledge. In B. Boufoy-Bastick (Ed.), The international handbook of cultures of teacher education: Comparative international issues in curriculum and pedagogy (pp. 55-71). Analytrics.
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