## Lorraine's Work in Print :)

Publications

If you can't access an article that you would like to read, please email me at [email protected]

Baron, L. M. (2016). Formative assessment at work in the classroom.

Baron, L. M. (2015). The 1980s: An introduction. In E. Chernoff, P. Liljedahl, & S. Chorney (Eds.),

Baron, L. M. (2015, July). Believing what we practice: Does self-assessment count? In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 73-80). Hobart, AU.

Baron, L. M. (2015). Financial literacy with families: Opportunity and hope.

Baron, L. M. (2015). An authentic task that models quadratics.

Baron, L. M. (2015). “True to Myself”: Transforming secondary mathematics teachers’ beliefs and practices.

Baron, L. M. (2012). Inclusive pedagogy and assessment practices in PreCalculus 11: An implementation story.

Baron, L. M. (2011).

*Mathematics Teacher*, 110(1), 46-52.Baron, L. M. (2015). The 1980s: An introduction. In E. Chernoff, P. Liljedahl, & S. Chorney (Eds.),

*Selected Writings from the Journal of the British Columbia Association of Mathematics Teachers: Celebrating 50 years of Vector*(pp. 161-170). Charlotte, NC: Information Age Publishing. Retrieved from http://www.infoagepub.com/products/Journal-of-the-British-Columbia-Association-of-Mathematics-Teachers.Baron, L. M. (2015, July). Believing what we practice: Does self-assessment count? In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 73-80). Hobart, AU.

Baron, L. M. (2015). Financial literacy with families: Opportunity and hope.

*Journal of Urban Mathematics Education*, 8(1), 83-118. Retrieved from http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/258/173Baron, L. M. (2015). An authentic task that models quadratics.

*Mathematics Teaching in the Middle School*, 20(6), 334-340.Baron, L. M. (2015). “True to Myself”: Transforming secondary mathematics teachers’ beliefs and practices.

*International Journal of Education in Mathematics, Science and Technology**(IJEMST)*, 3(3), 193-218. Retrieved from http://ijemst.com/issues/3_3_3_Baron.pdfBaron, L. M. (2012). Inclusive pedagogy and assessment practices in PreCalculus 11: An implementation story.

*Vector: The Journal of the BC Association of Mathematics Teachers*, 53(2), 26-32. Retrieved from http://www.bcamt.ca/wp-content/uploads/vector/532-Fall-2012.pdfBaron, L. M. (2011).

*Exploring secondary mathematics teachers' beliefs through critical practice*. (Doctor of Education Dissertation), University of Calgary, Calgary. ProQuest Dissertations and Theses database. (9780494754832)## This paper explains the philosophy behind the Applets and Video Lessons on this site.

Baron, L. M. (2013, June). The curriculum design philosophy and structure of Thinkable: A free web-based educational resource for precalculus. Paper presented at the Canadian Society for the Study of Education (CSSE) Annual Meeting, Victoria, British Columbia, Canada.