Tutita M. Casa, Ph.D.
Affiliations: | 2004 | University of Connecticut, Storrs, CT, United States |
Area:
Mathematics Education, Elementary EducationGoogle:
"Tutita Casa"Parents
Sign in to add mentor| Thomas C. DeFranco | grad student | 2004 | University of Connecticut | |
| (An investigation of teacher decision -making with respect to discourse in the mathematics classroom at the elementary level.) | ||||
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Publications
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| Casa TM, Cardetti F, Gilson C. (2020) An Exploration of Conferences Between a Preservice and Inservice Teacher About Mathematical Discourse The Teacher Educator. 55: 66-87 |
| Casa TM, MacSwan JR, LaMonica KE, et al. (2019) An analysis of the amount and characteristics of writing prompts in Grade 3 mathematics student books School Science and Mathematics. 119: 176-189 |
| Powell SR, Hebert MA, Cohen JA, et al. (2017) A Synthesis of Mathematics Writing: Assessments, Interventions, and Surveys Journal of Writing Research. 8: 493-530 |
| Firmender JM, Dilley A, Amspaugh C, et al. (2017) Beyond Doing Mathematics: Engaging Talented Students in Mathematically Creative Writing: Gifted Child Today. 40: 205-211 |
| Casa TM, Firmender JM, Gavin MK, et al. (2017) Kindergarteners' Achievement on Geometry and Measurement Units That Incorporate a Gifted Education Approach. Gifted Child Quarterly. 61: 52-72 |
| Cohen JA, Casa TM, Miller HC, et al. (2015) Characteristics of Second Graders' Mathematical Writing. School Science and Mathematics. 115: 344-355 |
| Gavin MK, Casa TM. (2013) Nurturing young student mathematicians Gifted Education International. 29: 140-153 |
| Gavin MK, Casa TM, Firmender JM, et al. (2013) The Impact of Advanced Geometry and Measurement Curriculum Units on the Mathematics Achievement of First-Grade Students Gifted Child Quarterly. 57: 71-84 |
| Williams MM, Casa TM. (2012) Connecting Class Talk with Individual Student Writing. Teaching Children Mathematics. 18: 314-321 |
| Gavin MK, Casa TM, Adelson JL, et al. (2009) The impact of advanced curriculum on the achievement of mathematically promising elementary students Gifted Child Quarterly. 53: 188-202 |