Caswell, B., Jones, J., LaPointe, M., & Kabatay, T. (2018). We don’t think of it in terms of math, it’s just the way of life. In Rehumanizing mathematics for BLACK, Indigenous, And Latinx students (pp. 79–91). essay, National Council of Teachers of Mathematics.
Hawes, Z., Moss, J., Caswell, B., Naqvi, S., & MacKinnon, S. (2017). Enhancing Children’s Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention. Cognition and Instruction , 1-29.(Link is external)
Moss, J., Bruce, C., Caswell, B., Flynn, T., & Hawes, Z. (2016). Taking shape: Activities to enhance geometric and spatial thinking. Toronto: Pearson School Canada.(Link is external)
Hawes, Z., Moss, J., Caswell, B., & Poliszczuk, D. (2015). Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study. Trends in Neuroscience and Education. 4 (3), 60-68.(Link is external)
Hawes, Z., LeFevre, J., Xu, C., & Bruce, C. (2015). Mental rotation with tangible three-dimensional objects: A new measure sensitive to developmental differences in 4- to 8-year-old children. Mind, Brain, and Education, 9 (1), 10-18. doi:10.1111/mbe.12051(Link is external)
Moss, J., Hawes, Z., Naqvi, S., & Caswell, B. (2015). Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: A case study. ZDM – The International Journal on Mathematics Education, 47 (3), 1-14. doi:10.1007/s11858-015-0679-2(Link is external)
Hawes, Z., Tepylo, D., & Moss, J. (2015). Developing spatial thinking: Implications for early mathematics education. In B. Davis (Ed.), Spatial reasoning in the early years: Principles, assertions and speculations . New York, NY: Routledge.(Link is external)
Bruce, C., Sinclair, N., Moss, J., Hawes, Z., & Caswell, B. (2015). Spatializing the mathematics curricula. In B. Davis (Ed.), Spatial reasoning in the early years: Principles, assertions and speculations . New York, NY: Routledge(Link is external)
Bruce, C. D., & Hawes, Z. (2014). The role of 2D and 3D mental rotation in mathematics for young children: What is it? Why does it matter? And what can we do about it? ZDM – The International Journal on Mathematics Education, 47 (3), 1-14. doi:10.1007/s11858-014-0637(Link is external)
Hawes, Z., Moss, J., Finch, H., & Katz, J. (2013). Choreographing patterns and functions. Teaching Children Mathematics, 19 (5), 302-309.(Link is external)
Caswell, B.& LaRoque, M. (2013). Creating a student-led multicultural math night to draw crowds. Deepening Inclusive and Community-Engaged Education in Three Schools: A Teacher’s Resource . Toronto: Ontario Institute for Studies in Education (pp. 167 – 176).
Hawes, Z., Gibson, A., Mir, S., & Pelletier, J. (2012). Children’s experiences in full-day programs for 4-and 5-year-olds: Play and self-regulation. In Corter, C., Janmohamed, Z., & Pelletier, J. (Eds.), Toronto First Duty Phase 3 Report (pp. 31-55). Toronto, ON: Atkinson Centre for Society and Child Development, OISE/University of Toronto.
Caswell, B. (2011). Teaching toward equity in mathematics (Unpublished doctoral dissertation). Curriculum, Studies and Teacher Development Ontario Institute for Studies in Education, University of Toronto
Caswell, B., Esmonde, I., & Takeuchi, M. (2011). Towards culturally relevant and responsive teaching of mathematics. In C. Rolheiser, M. Evans, & M. Gambhir, M. (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum practices. Toronto: Ontario Institute for Studies in Education.(Link is external)
Caswell, B., Stewart Rose, L., Douara, D. (2011). Teaching mathematics with a social justice focus. In C. Rolheiser, M. Evans, & M. Gambhir, M. (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum practices. Toronto: Ontario Institute for Studies in Education.
Esmonde, I. & Caswell, B. (2010). Teaching mathematics for social justice in multicultural, multilingual elementary classrooms. Canadian Journal of Science, Mathematics and Technology Education, 10 (3), 244-254.(Link is external)
Moss, J. & Caswell, B. (2004). Building Percent Dolls: Connecting Linear Measurement to Learning Ratio and Proportion. Mathematics Teaching in the Middle School, 10 (2): 68 –74.(Link is external)
Caswell, B. & Bielaczyc, K. (2001). Knowledge Forum: altering the relationship between students and scientific knowledge. Education, Communication & Information, 1 (3): 282 – 305.(Link is external)
Caswell, B. & Lamon, M. (2000). The Evolution of Ideas in a Knowledge-Building Classroom. In J. Leach & B. Moon (Eds.), Learners and Pedagogy. London, UK: Paul Chapman.