~ – indicates classroom teacher co-author
* – Indicates student co-author
* – Indicates student co-author
articles in peer-reviewed journals
2023 |
Jao, L., Hall, J., & *Di Placido, C. (2023). "If you're a dude, you're a chick, whatever the hell in between, you need to know about maths": The Australian and Canadian general public's views of gender and mathematics. Mathematics Education Research Journal, 1-27.
Jao, L., & Sahmbi, G. (2023). Sticking together in a world full of sharks: Pre-service teachers' perspectives of mathematics content courses. International Journal of Mathematical Education in Science and Technology, 1-21. |
2021 |
Hall, J., Jao, L., *Di Placido, C., & *Manikis, R. (2021). “Deep questions for a Saturday morning”: An investigation of the Australian and Canadian general public’s views of gender. Social Science Quarterly, 102(6), 1866-1881. (full text)
Jao, L., *Sahmbi, G., & *Bran Lopez, M-J. (2021). The Cycle of Enactment and Investigation: An approach for novice teacher educator professional development. International Journal of Teacher Education and Professional Development, 4(1), 30-48. Jao, L., *Stewart, A., & *Rao, N. (2021). Lived experiences: Secondary mathematics pre-service teachers’ perspectives about multiple components of their teacher education program. Mathematics Teacher Education and Development, 23(2), 42-58 |
2020 |
Wiseman, D., Lunney Borden, L., Beatty, R., Jao, L., & *Carter, E. (2020). Whole-some artifacts: (STEM) Teaching and learning emerging from and contributing to community. Canadian Journal of Science, Mathematics, and Technology Education, 20(2), 264-280. (full text)
Jao, L., *Sahmbi, G., & *Huang, Y-S. (2020). Professional growth through reflection and an approximation of practice: Experiences of pre-service teachers as teaching assistants in a secondary mathematics teaching methods course. The Teacher Educator, 55(1), 47-65. (full text) |
2018
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Jao, L. (2018). Stories in mathematics teacher education: Pre-service teachers’ experiences creating an Important Book. LEARNing Landscapes, 11(2), 211-222.
Jao, L., Wiseman, D., Kobiela, M., Gonsalves, A., & Savard, A. (2018). Practice-based pedagogy in mathematics and science teaching methods: Challenges and adaptations in context. Canadian Journal of Science, Mathematics, and Technology Education, 18(2), 177-186. (full text) Jao, L. & Hall, J. (2018). The important things about writing in secondary mathematics classes. The Australian Mathematics Teacher, 74(1), 13-19. (full text) Radakovic, N., Jagger, S., & Jao, L. (2018). Writing and reading multiplicity in the uni-verse: engagements with mathematics through poetry. For the Learning of Mathematics, 38(1), 2-6. (full text) |
2017
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Hall, J., & Jao, L. (2017). Pirouettes and protractors: Dancing through mathematics. Australian Primary Mathematics Classroom, 22(3), 3-7. (full text)
Jao, L. (2017). Shifting pre-service teachers' beliefs about mathematics teaching: The contextual situation of a mathematics methods course. International Journal of Science and Mathematics Education, 15(5), 895-914. (full text) |
2016 |
Jao, L., & McDougall, D. (2016). Moving beyond the barriers: Supporting meaningful teacher collaboration to improve secondary school mathematics. Teacher Development, 20(4), 557-573. (full text)
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2015 |
Jao, L., & McDougall, D. (2015). The Collaborative Teacher Inquiry Project: A purposeful professional development initiative. Canadian Journal of Education, 38(1), 1-22. Retrieved from http://journals.sfu.ca/cje/index.php/cjerce/article/view/1600.
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2014 |
Carrier, N., Sohn, J., Jao, L., & Shah, S. (2014). From too little to too much: Sorting through the online resource environment in education. Journal of Educational Research and Practice, 4(1), 33-49.
Atkinson, D., Dookie, L., Jagger, S., Jao, L., Kim, V., Oztok, M., Romkey, L., Tan, M., Thomas, R., & Zingaro, D. (2014). Now we have six...: Tilling the landscape of science, mathematics and technology education. Canadian Journal for Science, Mathematics, and Technology Education, 14(2), 109-119. |
2013 |
Jao, L. (2013). From sailing ships to subtraction symbols: Multiple representations to support abstraction. International Journal for Mathematics Teaching and Learning. 1-15. Retrieved from www.cimt.org.uk/journal/jao.pdf.
Jao, L. (2013). Peer coaching as a model for professional development in the elementary mathematics context: Challenges, needs and rewards. Policy Futures in Education, 11(3), 290-297. (full text) |
2012 |
Jao, L. (2012). Culturally aware teaching through cooperative learning and multiple representations in the multicultural classroom. Multicultural Education. 19(3), 2-10.
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