Martin, T. S., McCrone, S. S., Wallace, M., & Dindyal, J. (in review). The interplay of teacher and student actions in the teaching and learning of geometric proof. Educational Studies in Mathematics.

McCrone, S. S. & Martin, T. S. (2004). Assessing high school students’ understanding of geometric proof. Canadian Journal of Science, Mathematics, and Technology Education, 4 (2), 223-242.

Martin, T. S. & McCrone, S. S. (2003). Classroom Factors Related to Geometric Proof Construction Ability. Mathematics Educator, 7 (1), 18-31.

Book Chapters:

McCrone, S. S. & Martin, T. S. (2004, in press). The impact of teacher actions on student proof schemes in geometry. In D. McDougall (Ed.), Proceedings of the Twenty-sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. X, pp. XXX-XXX). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Martin, T. S. & McCrone, S. S. (2003). The teaching and learning of geometric proof: An emerging theory. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 2003 Joint Meeting of the International Group for the Psychology of Mathematics Education and the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 244). Honolulu, HI: Center for Research and Development Group.

McCrone, S. S., Martin, T. S., Dindyal, J., & Wallace, M. L. (2002). An investigation of classroom factors that influence proof construction ability. In D. Mewborn (Ed.), Proceedings of the Twenty-fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 1701-1712). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Martin, T. S. & McCrone, S. S. (2001). Investigating the teaching and learning of proof: First year results. In R. Speiser (Ed.), Proceedings of the Twenty-third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 585-594). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

McCrone, S. S. & Martin, T. S. (2000). Tools for investigating high school students’ understanding of geometric proof. In M. Fernandez (Ed.), Proceedings of the Twenty-second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 295-299). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.