All available at pat-thompson.net

Thompson, P. W., & Milner, F. (in press). Teachers’ meanings for function and function notation in South Korea and the United States. In H.-G. Weigand, W. McCallum, M. Menghini, M. Neubrand & G. Schubring (Eds.), *The Legacy of
Felix Klein - looking back and looking ahead [tentative]*. Berlin: Springer.

Byerley, C., & Thompson, P. W. (2017). Secondary teachers' meanings for measure, slope, and rate of change. *Journal of Mathematical Behavior, 48*, 168-193.

Thompson, P. W., & Carlson, M. P. (2017). Variation, covariation, and functions: Foundational ways of thinking mathematically. In J. Cai (Ed.), *Compendium
for research in mathematics education* (pp. 421-456). Reston, VA: National Council of Teachers of Mathematics.

Thompson, P. W., Hatfield, N. J., Yoon, H., Joshua, S., & Byerley, C. (2017). Covariational reasoning among U.S. and South Korean secondary mathematics teachers. *Journal of Mathematical Behavior, 48*, 95-111. doi: 10.1016/j.jmathb.2017.08.001

Thompson, P. W. (2016). Researching mathematical meanings for teaching. In L. D. English & D. Kirshner (Eds.), *Handbook of international research in mathematics education* (pp. 435-461). New York: Taylor & Francis..

Thompson, P. W. (2015). Mathematical meanings of Korean and USA mathematics teachers for mathematical ideas they teach. In O. N. Kwon (Ed.), *Proceedings of the
Korean Society of Mathematics Education International Conference on Mathematics
Education*, pp. 1-6). Seoul, Korea: Seoul National University.

Musgrave, S., Hatfield, N., & Thompson, P. W. (2015). Teachers' meanings for the substitution principle. In T. Fukawa-Connelly (Ed.), *Proceedings of the 18th
Meeting of the MAA Special Interest Group on Research in Undergraduate
Mathematics Education*, pp. 801-808). Pittsburgh, PA: RUME.

Yoon, H., Byerley, C., & Thompson, P. W. (2015). Teachers’ meanings for average rate of change in U.S.A. and Korea. In T. Fukawa-Connelly, N. E. Infante, K. Keene & M. Zandieh (Eds.), *Proceedings of the 18th Meeting of the MAA
Special Interest Group on Research in Undergraduate Mathematics Education *(Vol 1, pp. 335-348). Pittsburgh, PA: RUME.

Moore, K. C., & Thompson, P. W. (2015). Shape thinking and students' graphing activity. In T. Fukawa-Connelly, N. E. Infante, K. Keene & M. Zandieh (Eds.), *Proceedings of the 18th Meeting of the MAA Special Interest Group on
Research in Undergraduate Mathematics Education*, pp. 782-789). Pittsburgh, PA: RUME.

Musgrave, S., Hatfield, N., & Thompson, P. W. (2015). Calculus students' meaning for difference. In T. Fukawa-Connelly, N. E. Infante, K. Keene & M. Zandieh (Eds.),

Joshua, S., Musgrave, S., Hatfield, N., & Thompson, P. W. (2015). Conceptualizing and reasoning with frames of reference. In T. Fukawa-Connelly, N. E. Infante, K. Keene & M. Zandieh (Eds.),

Thompson, P. W., & Draney, K. (2014). A methodology for investigating teachers' mathematical meanings for teaching. In P. Liljedahl & C. C. Nicol (Eds.), *Proceedings
of the 38th Meeting of the International Group for the Psychology of
Mathematics Education *(Vol 6, pp. 246). Vancouver, BC: PME.

Byerley, C., & Thompson, P. W. (2014). Secondary teachers' relative size schemes. In P. Liljedahl & C. C. Nicol (Eds.), *Proceedings of the 38th Meeting of
the International Group for the Psychology of Mathematics Education *(Vol 2, pp. 217-224). Vancouver, BC: PME. Retrieved from http://bit.ly/1qyqmaK.

Yoon, H., Hatfield, N., & Thompson, P. W. (2014). Teachers' meanings for function notation. In P. Liljedahl & C. C. Nicol (Eds.), *Proceedings of the 38th
Meeting of the International Group for the Psychology of Mathematics Education
*(Vol 6, pp. 271). Vancouver, BC: PME.

Thompson, P. W. (2013). "Why use *f*(*x*) when all we really mean is *y*?".
*OnCore, The Online Journal of the AATM*. Retrieved from http://bit.ly/1e7Mb9O.

Thompson, P. W., Carlson, M. P., Byerley, C., & Hatfield, N. (2014). Schemes for thinking with magnitudes: A hypothesis about foundational reasoning abilities in algebra. In L. P. Steffe, L. L. Hatfield & K. C. Moore (Eds.), *Epistemic
algebra students: Emerging models of students' algebraic knowing*, WISDOMe Monographs (Vol 4, pp. 1-24). Laramie, WY: University of Wyoming.

Thompson, P. W., Artigue, M., Törner, G., & de Shalit, E. (2014). Collaboration between mathematics and mathematics education. In M. Fried & T. Dreyfus (Eds.), *Mathematics and mathematics education: Searching for the common
ground* (pp. 313-333). Berlin: Springer. doi: 10.1007/978-94-007-7473-5_18

Thompson, P. W. (2012). Advances in research on quantitative reasoning. In R. Mayes, R. Bonillia, L. L. Hatfield & S. Belbase (Eds.), *Quantitative reasoning:
Current state of understanding*, WISDOMe Monographs (Vol 2, pp. 143-148). Laramie, WY: University of Wyoming.

Thompson, P. W. (2010) The development of key pedagogical understandings. Retrieved February 14, 2012, from http://patthompson.net/Presentations/DevelopKPU/

Byerley, C., Hatfield, N., & Thompson, P. W. (2012). Calculus students' understandings of division and rate. *Proceedings of the 15th Annual
Conference on Research in Undergraduate Mathematics Education*, pp. 358-363). Portland, OR: MAA/SIGMAA on RUME. Retrieved from http://bit.ly/Ztgu4h.

Thompson, P. W. (2013). In the absence of meaning. In K. Leatham (Ed.), *Vital
directions for research in mathematics education* (pp. 57-93). New York: Springer.

Thompson, P. W., Courtney, S. A., Lage Ramirez, A., & Miller, C. (2010). *Rethinking
mathematical knowledge for teaching*. Paper presented at the Research Presession to the Annual Meeting of the National Council for Teachers of Mathematics, San Diego, CA.

Thompson, P. W., Carlson, M. P., & Silverman, J. (2007). The design of tasks in support of teachers’ development of coherent mathematical meanings. *Journal
of Mathematics Teacher Education, 10*, 415-432.