Justin Dimmel

Bock, C. G., & Dimmel, J. K. (2021). Digital representations without physical analogues: A study of body-based interactions with an apparently unbounded spatial diagram. Digital Experiences in Mathematics Education, 7(2), 193-221.

Dimmel, J., Pandiscio, E., & Bock, C. (2021). The geometry of movement: Encounters with spatial inscriptions for making and exploring mathematical figures. Digital Experiences in Mathematics Education, 7(1), 122-148.

Erickson, A., Herbst, P., Ko, I., & Dimmel, J. (2021). When what routinely happens conflicts with what ought to be done: A scenario-based assessment of secondary mathematics teachers’ decisions. Research in Mathematics Education, 23(2), 188-207.

Dimmel, J., Pandiscio, E., & Bock, C. (2021). Multiplication by sunlight: How can a geometric definition be realized in a physical tool? Journal of Mathematics Education at Teachers College, 12(1), 9-16.

Dimmel, J. K., & Herbst, P. G. (2020). Proof transcription in high school geometry: A study of what teachers recognize as normative when students present proofs at the board. Educational Studies in Mathematics, 105(1), 71-89.

Dimmel, J., & Milewski, A. (2019). Scale, perspective, and natural mathematical questions. For the Learning of Mathematics, 39(3), 34-40.

Dimmel, J.K., & Pandiscio, E. (2017). Do they become parallel? Preservice teacher’s use of dynamic diagrams to explore division by zero. In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Herbst, P., Chazan, D., Kosko, K. W., Dimmel, J., & Erickson, A. (2016). Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations. ZDM: The International Journal on Mathematics Education, 48(1-2), 167-183.