Selected Journal Articles & Book Chapters

• Taylor, P. & Mamolo, A. (2024). A view of the horizon. For the Learning of Mathematics, 44(2), 43-47.
• Thanheiser, E. & Mamolo, A. (2024). Introduction to the virtual special issue: Mathematics that underpins social issues. The Journal of Mathematical Behavior, 75. open access: doi.org/10.1016/j.jmathb.2024.101176
• Rodney, S. & Mamolo, A. (2023). Relational-Curiosity and Mathematics: A Dynamic Exploration of DataViz. Canadian Journal for Science, Mathematics, and Technology Education. https://rdcu.be/dsg3Y
• Mamolo, A. & Glynn-Adey, P. (2023). Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator. ZDM - Mathematics Education, 55, 793-805. https://doi.org/10.1007/s11858-023-01503-5 
• LeSage, A. & Mamolo, A. (2023). Experiences of Tension in Teaching Mathematics for Social Justice. In (Eds.) Robinson, K.M., Kotsopoulos, D., Dube, A.K.. Mathematical Teaching and Learning. Springer, Cham. https://doi.org/10.1007/978-3-031-31848-1_4 
• Mamolo, A., Tepylo, D., Ruttenberg-Rozen, R., & Rodney, S. (2022). Learning math through coding and learning coding through math: Two sides of the same coin. Canadian Journal of Science, Mathematics, and Technology Education, 22, 974–985. https://doi.org/10.1007/s42330-022-00254-x 
• Mamolo, A., Rodney, S., & Tepylo, D. (2022). Coding and climate change: Investigating prospective teachers' pathways of attention. The Journal of Mathematical Behavior, 68.  open access  doi.org/10.1016/j.jmathb.2022.101014
• Ruttenberg-Rozen, R., Hynes, K., Mamolo, A. (2022). A case study of a female pre-service teacher learning to code for mathematics teaching: Analysing emtions and attitudes through a gender lens. In (Eds.) I. Sahin, et al., Internationalization of STEM Education. International Society for Technology, Education and Science.
• Mamolo, A. (2021). Transfer of Mathematical Knowledge for Teaching as elicited through scripted role-play.  In (Eds.) J. Lobato & C. Hohensee, Transfer of Learning: Progressive Perspectives for Mathematics Education and Related Fields (pp.389-403), Dordrechet: Springer.
• Mamolo, A. & Ibeh, N. (2021). Infographics: A remixing approach. Ontario Association for Mathematics Gazette., 60(1).
• Asuncion, M.*, & Mamolo, A. (2021). Supporting English Language Learners in high-stakes literacy testing: Designing features of an online learning tool for OSSLT preparation. Journal of Digital Life and Learning.
• Hughes, J., Morrison, L., & Mamolo, A. (2021). Book club: It's not a game, or is it? In U. Bakan & S. Berkeley (Eds.), Gamification and Social Networks in Education (pp. 171-190).
• 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. & 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). April and the infinitely many ping pong balls. For the Learning of Mathematics, 37(3), 2-8.
• 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. 
• ​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.
• 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.
• Mamolo, A., Ruttenberg-Rozen, R., & Whiteley, W. (2015).  Developing a network of and for geometry reasoning. ZDM Mathematics Education, 47(3), 483-496.
• 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.
• Mamolo, A. & Zazkis, R. (2012). Stuck on convention: A story of derivative-relationships.  Educational Studies in Mathematics, 81(2), 161 – 177.​