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.), Proceedings of the 18th Meeting of the MAA Special Interest Group on Research in Undergraduate Mathematics Education, pp. 809-814). Pittsburgh, PA: RUME.
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.), Proceedings of the 18th Meeting of the MAA Special Interest Group on Research in Undergraduate Mathematics Education, pp. 31-44). Pittsburgh, PA: RUME.
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.