Articles in Refereed Journals

  • Hughes, J., Morrison, L., Mamolo, A., Laffier, J., & deCastel, S. (2019). Addressing bullying through critical making. British Journal of Educational Technology, 50(1), 309-325.
  • Mamolo, A. (2018). Perceptions of social issues as contexts for secondary mathematics. Journal of Mathematical Behavior, 51, 28-40. 
  • ​Zazkis, R. & Mamolo, A. (2018).  From disturbance to task design, or a story of a rectangular lake.  ​Journal of Mathematics Teacher Education, 21(5), 501-516.
  • Mamolo, A. (2017). April and the infinitely many ping pong balls. For the Learning of Mathematics, 37(3), 2-8.
  • Chernoff, E., Mamolo, A., & Zazkis, R. (2016).  Representativeness in probabilistic decisions: The case of a multiple choice exam. EURASIA Journal of Mathematics, Science & Technology Education, 12(4), 1009-31.
  • ​Mamolo, A. & Pinto, L. (2015).  Risks worth taking? Social risks and the mathematics teacher.  The MontanaMathematics Enthusiast, 12(1-3), 85-94.
  • Chernoff, E. & Mamolo, A. (2015).  Unasked but answered: Comparing the relative probabilities of coin flip sequences (attributes).  Canadian J. of Science, Mathematics, and Technology Education, 15(2), 186-202.
  • Mamolo, A., Ruttenberg-Rozen, R., & Whiteley, W. (2015).  Networks of and for geometry learning. ZDM Mathematics Education, 47(3), 483-496.
  • Mamolo, A. & Thomas, K. (2014).  Reading the world with mathematics: An exploration of the Nutrition North Canada Program. The OAME Gazette, 53(1), 29-35.
  • Mamolo, A. (2014). How to act? A question of encapsulating infinity.  Canadian Journal of Science, Mathematics, and Technology Education, 14(1), 1-22.
  • Mamolo, A. & Pali, R. (2014). Factors influencing prospective teachers’ recommendations to students: Horizons, hexagons, and heed. Mathematical Thinking and Learning, 16(1), 32-50.
  • Wijeratne, C., Mamolo, A., & Zazkis, R. (2014). Hilbert’s Grand Hotel with a Series Twist.  International Journal of Mathematical Education in Science and Technology, published online first: http://www.tandfonline.com/doi/full/10.1080/0020739X.2013.872307#.UyzNbnxOXGF
  • Mamolo, A. & Zazkis, R. (2012). Stuck on convention: A story of derivative-relationships.  Educational Studies in Mathematics, 81(2), 161 – 177.
  • Zazkis, R. & Mamolo, A. (2012). Continuing conversations: Towards the horizon. For the Learning of Mathematics, 32(1), 23 – 28.
  • Whiteley, W. & Mamolo, A. (2012). Optimizing in geometric contexts: A new approach to the popcorn box activity. Mathematics Teacher, 105(6), 420-426.
  • Zazkis, R. & Mamolo, A. (2011). Reconceptualizing knowledge at the mathematical horizon. For the Learning of Mathematics, 31(2), 8 – 13.
  • Mamolo, A., Sinclair, M., & Whiteley, W. (2011). Proportional reasoning with a pyramid. Mathematics Teaching in the Middle School, 16(9), 544 – 549.
  • Sinclair, M., Mamolo, A., & Whiteley, W. (2011). Designing spatial visual tasks for research: The case of the Filling Task. Educational Studies in Mathematics, 78(2), 135 – 163.
  • Mamolo, A. & Bogart, T. (2011). Riffs on the infinite ping-pong ball conundrum. International Journal of Mathematical Education in Science and Technology, 42(5), 615 – 623.
  • Mamolo, A. (2010). Polysemy of symbols: Signs of ambiguity. The Montana Mathematics Enthusiast, 7(2), 247-262.
  • Whiteley, W. & Mamolo, A. (2010). Optimization through modeling: Revisiting the Popcorn Box. OAME Gazette.
  • Zazkis, R., & Mamolo, A. (2009). Sean vs. Cantor: Using mathematical knowledge in ‘experience of disturbance’. For the Learning of Mathematics, 29(3), 53 – 56.
  • Mamolo, A. (2009). Intuitions of ‘infinite numbers’: Infinite magnitude vs. infinite representation. The Montana Mathematics Enthusiast, 6(3), 305-330.
  • Mamolo, A., & Zazkis, R. (2008). Paradoxes as a window to infinity. Research in Mathematics Education, 10(2), 167–182.



Books and Book Chapters

  • Mamolo, A. & Taylor, P. (2018). Blue skies above the horizon. In Wasserman, N.H. (Ed.) Abstract Algebra
    and Secondary Mathematics Teacher Education (pp. 431-450). Dordrechet: Springer.
  • Mamolo, A., Thomas, K.*, Frankfort, M.* (2018). Exploring math through social justice problems. In
    (Eds.) A. Kajander, E. Chernoff, & J. Holm, Teaching and learning secondary school mathematics:
    Canadian perspectives in an international context (pp.377-392). Dordrechet: Springer.
  • Mamolo, A. (2017). Eyes, ears, and expectations: Scripting as a multi-lens tool.  In (Eds.) R. Zazkis & P. Herbst, Scripting Approaches in Mathematics Education: Mathematical Dialogues in Research and Practice​Dordrechet: Springer.
  • ​​Gadinidis, G., LeSage, A., Mamolo, A., & Namukasa, I. (2017). Re-designing K-12 teacher education: A focus on computational and mathematical thinking.  In (Eds.) D. Petrarca & J. Kitchen, Initial teacher education in Ontario: The first year of four-semester teacher education programs.​ Ottawa: Canadian Association for Teacher Education. http://cate-acfe.ca/polygraph-book-series/
  • ​Zazkis, R. & Mamolo, A. (2016).  On Numbers: Concepts, Operations, and Structure.  In (Eds.) A. Gutierrez, P. Boero, & G. Leder, The Second Handbook of Research on the Psychology of Mathematics Education, ​(pp. 39-72). Rotterdam: Sense Publishers.
  • Mamolo, A. & Zazkis, R. (2014). Contextual considerations in probabilistic situations: an aid or a hindrance? In (Eds.) E. Chernoff & B. Srirman, Probabilistic thinking: presenting plural perspectives (PT: PPP), (pp.641-656).  Dordrechet: Springer
  • Mamolo, A. (2010). Glimpses of Infinity: Intuition, Paradoxes, and Cognitive Leaps. Saarbrücken, Germany: VDM Verlag.



Selected Refereed Conference Proceedings

  • Buteau, C., Mamolo, A., Muller, E., & Monaghan, M. (2018).  Computational thinking in mathematics :  Undergraduate student perspectives.  Research in Undergraduate Mathematics Education, San Diego.
  • Mamolo, A. & Lovric, M. (2017). Computational thinking in and for undergraduate mathematics: Perspectives of a mathematician.  Research in Undergraduate Mathematics Education​, San Diego, USA.
  • Hughes, J., Mamolo, A., & Laffier, J. (2017). Transforming learning for marginalized students through maker pedagogies.  ​CSSE, ​Toronto, Canada.
  • Hughes, J., Laffier, J., Mamolo, A., & Morrison, L. (2017).  Full STEAM ahead: Exploring the use of maker pedagogies in an anti-bullying initiative.  ​International Congress for School Effectiveness and Improvement​, Ottawa.
  • Mamolo, A. (2016). Exploring argumentation, objectivity, and bias: A look at mathematical infinity. Ontario Society for the Study of Argumentation, Windsor, Canada.
  • Ruttenberg-Rozen, R.^, & Mamolo, A. (2016).  Exploring tensions: Leanne’s story of supporting pre-service mathematics teachers with learning disabilities. RUME. Pittsburgh, USA.
  • Hughes, J., Mamolo, A., Laffier, J., Morrison, L.^ (2016). Full STEAM Ahead: Building Preservice Teachers’ Capacity in Makerspace Pedagogies.  HEIT.
  • Riberiro, M., Jakobsen, A., Ribeiro, A., Wassserman, N., Carrillo, J., Montes, M., Mamolo, A. (2016).  Reflecting upon different perspectives on specialized advanced mathematical knowledge for teaching.  International Congress on Mathematics Education, Hungary.
  • Zazkis, R., & Mamolo, A. (2016). Extending horizons: A story of a teacher educator.  International Group for the Psychology of Mathematics Education- North American Chapter.  Arizona, USA.
  • Zazkis, D. & Mamolo, A. (2016).  Personification as a lens into relationships with mathematics.  Research in Undergraduate Mathematics Education. Pittsburgh, USA.
  • Hughes, J., Petrarca, D., Laffier, J., Mamolo, A., Le Sage, A. (2016).  Critical Digital Literacies in a pre-service teacher education program. IAFOR. Hawaii, USA.
  • Zazkis, R. & Mamolo (2016). Thinking “outside the circle”: On rectangular lakes and square units.  Association of Mathematics Teacher Educators. Irvine, USA.
  • Mamolo, A., Ruttenberg-Rozen, R., & Whiteley, W. (2015).  Conceptualizing the notion of a task network.  Proceedings of the 18th SIGMAA on RUME Conference.  Pittsburgh, USA.
  • Wasserman, N. & Mamolo, A. (2015).  Knowledge for teaching: Horizons and mathematical structures. Proceedings of the 18th SIGMAA on RUME Conference.  Pittsburgh, USA.
  • Mamolo, A. (2014). Cardinality and cardinal number of an infinite set: A nuanced relationship. Proceedings of the 38th International conference for the Psychology of Mathematics Education, Vancouver, B.C.
  • Wasserman, N., Mamolo, A., Ribeiro, C.M., Jakobsen, A. (2014).  Exploring horizons of knowledge for teaching. Proceedings of the 38th International conference for the Psychology of Mathematics Education, Vancouver, B.C.
  • Mamolo, A. (2014). An eye to the horizon: The case of Delia’s hexagon. Proceedings of the 17th SIGMAA on RUME Conference. Denver, USA.
  • Mamolo, A. (2014). Noticing the math in issues of social justice. Proceedings of the 17th SIGMAA on RUME Conference. Denver, USA.
  • Mamolo, A. (2013). Pre-service teachers’ mathematical horizons: The case of the irregular hexagon.  Proceedings of the 34th International conference for Psychology of Mathematics Education – North American Chapter. Chicago, USA.
  • Mamolo, A., & Martin, L. (2013).  Mathematical understanding in a social justice context. Proceedings of the 34th International conference for Psychology of Mathematics Education – NA Chapter. Chicago, USA.
  • Mamolo, A. (2013). Learning math through social justice issues.  Proceedings of the 37th International Conference for Psychology of Mathematics Education. Kiel, Germany.
  • Whiteley, W. & Mamolo, A. (2013). Optimizing through geometric reasoning supported by 3-D models: Visual representations of change. Proceedings of the ICMI 22 Conference, University of Oxford, UK.
  • Mamolo, A. (2012). 1+1 = A window: On the polysemy of symbols. 15th SIGMAA on RUME Conference. Portland, USA.
  • Mamolo, A. & Zazkis, R. (2012). Challenging convention: Mathematics students’ resistance to the unconventional. 15th SIGMAA on RUME Conference. Portland, USA.


Invited Conference Presentations

  • Humanizing data / Humanisation des donnes (with D. Wagner, R. Ruttenberg-Rozen). The 42nd Annual Meeting of the Canadian Mathematics Education Study Group. Antigonish, Nova Scotia, 2019.
  • Optimization with spatial, visual and hands-on reasoning (with W. Whiteley). The Fields MathEd Forum, September, 2016.
  • Task design and problem posing (with J.G. McLoughlin).  The 39rd Annual Meeting of the Canadian Mathematics Education Study Group.  Moncton, New Brunswick, 2015.
  • An argument for the unconventional. Canadian Mathematical Society – Winter Meeting, Hamilton, Ontario, 2014.
  • The 38th International Conference for Psychology of Mathematics Education, Canadian National Presentation (with D. Reid, A. Anderson, J. Thom, C. Suurtamm, C. Kieran, J.Proulx, L. Lunney Borden, M.Stordy, O. Chapman)
  • Life after a Ph.D.  Invited panelist at the Young Researchers’ Day session of the 38th International Conference for the Psychology of Mathematics Education, Vancouver, British Columbia, 2014.
  • Noticing and engaging the mathematicians in our classrooms (with E. Chernoff, E. Knoll). The 34rd Annual Meeting of the Canadian Mathematics Education Study Group. Burnaby, British Columbia, 2010.
  • Mathematics is what mathematicians think. It is a cognitive phenomenon - no more, no less – panel discussion (panellist). Canadian Mathematical Society – Winter Meeting, Windsor, Ontario, 2009.
  • Glimpses of Infinity: Intuitions, Paradoxes, and Cognitive Leaps. The 33rd Annual Meeting of the Canadian Mathematics Education Study Group. Toronto, Ontario, 2009.
  • Problem Solving in Secondary Mathematics (with R. Mason). Canadian Mathematics Education Forum. Vancouver, British Columbia, 2009.
  • Q-ing Students In:  The Story of FAN X99 Foundations of Analytical and Quantitative Reasoning Course (with M. Dubiel, J. Mulholland, P. Menz) Symposium on Innovative Teaching, Simon Fraser University, Burnaby, British Columbia, 2007.