Mamolo, A. (2018). Perceptions of social issues as contexts for secondary mathematics. Journal of Mathematical Behavior, 51, 28-40. https://authors.elsevier.com/a/1XbcB2cWY-YPUJ
Mamolo, A. (2017). April and the infinitely many ping pong balls. For the Learning of Mathematics, 37(3), 2-8.
Zazkis, R. & Mamolo, A. (2016). From disturbance to task design, or a story of a rectangular lake. Journal of Mathematics Teacher Education, Online First, 1-16.
Chernoff, E., Mamolo, A., & Zazkis, R. (2016). Representativeness in probabilistic decisions: The case of a multiple choice exam. EURASIA Journal of Mathematics, Science and Technology Education, 12(4), 1009-1031.
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.
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. (in press). Blue skies above the horizon. In (Eds) N. Wasserman, Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers. 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.
Mamolo, A., Thomas, K., & Frankfort, M. (in press). Approaches for incorporating issues of social justice in secondary school mathematics. In (Eds.) A. Kajander, E. Chernoff, & J. Holm, Teaching and learning secondary school mathematics: Canadian perspectives in an international context. 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
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.
