Schoen, R. C, Whitacre, I., & Champagne, Z. (2023). Word problem performance of U.S. first graders in the 20th century and Common Core era. Journal for Research in Mathematics Education, 54(1), 24–42.
Schoen, R. C., Lewis, C. C., Rhoads, C., Lai, K., & Riddell, C. M. (2023). Impact of lesson study and fractions resources on third- and fourth-grade classroom instruction and student learning in fractions. Journal of Experimental Education. http://dx.doi.org/10.1080/00220973.2023.2183374
Barroso, C., Ganley, C. M., Schoen, R. C., & Schatschneider, C. (2023). Investigating the conceptualization of children’s intelligence mindset: A closer look in the domain of mathematics. Contemporary Educational Psychology, 73, 1–15.
Schoen, R. C, Whitacre, I., & Champagne, Z. (2023). Word problem performance of U.S. first graders in the 20th century and Common Core era. Journal for Research in Mathematics Education, 54(1), 24–42. https://doi.org/10.5951/jresematheduc-2020-0201
Guven, A., Solmaz, G., & Schoen, R.C. (2022, November 17–20). Structural validity of 2021 Knowledge for Teaching Early Elementary Mathematics (K-TEEM): A psychometric study. Paper presented at the North American Chapter of the International Group for the Psychology of Mathematics Education 44th Annual Meeting, Nashville, TN.
Ran, H., Secada, W. G., Rhoads, C. H., Schoen, R. C., Tazaz, A. M., & Liu, X. (2022, April 21–26). The long-term effects of Cognitively Guided Instruction on elementary students’ mathematics achievement. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
Schoen, R. C., Bray, W.S., Tazaz, A. M., & Buntin, C. K. (2022). A description of the Cognitively Guided Instruction professional development program in Florida: 2013–2020. Florida State University. https://doi.org/10.33009/fsu.1643828800
Schoen, R. C., Rhoads, C., Perez, A. L., Tazaz, A. M., & Secada, W. G. (2022). Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years after the Initial Opportunity. Florida State University. [Working paper.] https://doi.org/10.33009/fsu.1653430141
Schoen, R. C., Rhoads, C., Tazaz, A. M., Secada, W. G., & Stone, A. (2021, September 26–29). Impact of Cognitively Guided Instruction on elementary school math achievement: Five years after the initial opportunity. Paper presented at the annual conference of the Society for Research in Educational Effectiveness. [Conference held virtually.]
Farfan, G., & Schoen, R. C. (2021). Elementary students’ understanding of the equals symbol: Do Florida students outperform their peers? Dimensions in Mathematics, 41(1), 27–38. https://www.schoenresearch.com/wp-content/uploads/2021/05/Equals-symbol_Dimensions-Spring-2021.pdf
Schoen, R. C., Champagne, Z., Whitacre, I., & McCrackin, S. (2021). Comparing the number and distribution of additive word problems in first-grade U.S. textbooks in the 1980s and the Common Core era. School Science and Mathematics, 121(2), 110–121. https://doi.org/10.1111/ssm.12447
Schoen, R. C., Li, L., Yang, X., Guven, A., & Riddell, C. (2021, September 26–29). Using a many-facet Rasch model to gain insight into measurement of instructional practice in mathematics. Paper presented at the annual conference of the Society for Research in Educational Effectiveness. [Conference held virtually.]
Schoen, R.C., Yang, X., & Solmaz, G. (2021). Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test (Research Report No. 2021-04). Florida State University. https://doi.org/10.33009/lsi.1620243057
Schoen, R. C., & Koon, S. (2021). Effects of an inquiry-oriented curriculum and professional development program on grade 7 students’ understanding of statistics and on statistics instruction (REL 2021–055). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=REL2021055
Schoen, R. C., LaVenia, M., Tazaz, A., Farina, K., Dixon, J. K., & Secada, W. G. (2020). Replicating the CGI experiment in diverse environments: Effects on grade 1 and 2 student mathematics achievement in the first program year (Research Report No. 2020–02). Florida State University. https://doi.org/10.33009/fsu.1601237075
Sahin, N., Dixon, J., & Schoen, R. C. (2020). Investigating the association between students’ strategy use and mathematics achievement. School Science and Mathematics, 120(6), 325–332. http://dx.doi.org/10.1111/ssm.12424
Schoen, R. C., LaVenia, M., Chicken, E., Razzouk, R., & Kisa, Z. (2019). Increasing secondary-level teachers’ knowledge in statistics and probability: Results from a randomized controlled trial of a professional development program. Cogent Education OA, 6(1), 1613799. https:/www.doi.org/10.1080/2331186X.2019.1613799
Ganley, C. M., Schoen, R. C., LaVenia, M., Tazaz, A. (2019). Construct validation of the Math Anxiety Scale for Teachers. AERA Open, 5(1), 1–16. https://doi.org/10.1177/2332858419839702
Bray, W., Johnson, J., Rivera, N., Fink, L-A., Bauduin, C., & Schoen, R. C. (2019). Unlocking mathematical understanding together through FACT meetings. Teaching Children Mathematics, 25(6), 370–377.
Schoen, R. C., & LaVenia, M. (2019). Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs. Cogent Education OA, 6(1). https://doi.org/10.1080/2331186X.2019.1599488
Schoen, R. C., LaVenia, M., & Tazaz, A. M. (2019, April). Effects of a CGI program on grades 3–5 students: A multisite cluster-randomized trial. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Ontario.
Boggs, G. L., Whitacre, I., Schellinger, J., Champagne, Z., & Schoen, R. C. (2018). Contextual meanings of the equals sign as conceptual blends. For the Learning of Mathematics, 38(2), 34–39.
Schoen, R. C., LaVenia, M., & Tazaz, A. M. (2018). Effects of the first year of a three-year CGI teacher professional development program on grades 3–5 student achievement: A multisite cluster-randomized trial (Research Report No. 2018-25). Florida State University. http://doi.org/10.33009/fsu.1562595733
Schoen, R. C., Anderson, D., & Bauduin, C. (2018). Elementary Mathematics Student Assessment: Measuring grade 3, 4, and 5 students’ performance in number (whole numbers and fractions), operations, and algebraic thinking in spring 2016. (Research Report No. 2018-26). Florida State University. https://doi.org/10.33009/fsu.1653497279
Schoen, R. C., Bray, W., Wolfe, C., Nielsen, L., & Tazaz, A. M. (2017). Developing an assessment instrument to measure early elementary teachers’ mathematical knowledge for teaching. The Elementary School Journal, 118(1), 55–81. https://doi.org/10.1086/692912
Whitacre, I., Schoen, R. C., Champagne, Z. M., & Goddard, A. (2016). Relational thinking: What’s the difference? Teaching Children Mathematics, 23(5), 303–308. https://doi.org/10.5951/teacchilmath.23.5.0302
Champagne, Z., Schoen, R. C., & Riddell, C. (2014). Variations in Both Addends Unknown problems. Teaching Children Mathematics, 21(2), 114–121.
Haciomeroglu, E.S., Bu, L., Schoen, R.C., & Hohenwarter, M. (2011). Prospective teachers’ experiences in developing lessons with dynamic mathematics software. International Journal for Technology in Mathematics Education, 18(2), 71–82.
Schoen, R.C., Erbilgin, E., & Haciomeroglu, E.S. (2011). Analyzing the Next Generation Sunshine State Standards for mathematics: Is the state curriculum still a mile wide and an inch deep? Dimensions in Mathematics, 31(1), 30–39.
Haciomeroglu, E.S., & Schoen, R.C. (2009). What does it mean to teach mathematics “in depth”? Dimensions in Mathematics, 29(2), 20–24.
Haciomeroglu, E.S., Bu, L., Schoen, R.C., & Hohenwarter, M. (2009). Learning to develop mathematics lessons with GeoGebra. MSOR Connections, 9(2), 26–28.
Haciomeroglu, E.S. & Schoen, R.C. (2008). Mathematical continuity: Identifying, exposing, and closing the gaps of understanding. Dimensions in Mathematics, 28(1), 9–12.
Fernández, M.L., Schoen, R.C. (2008). Teaching and learning mathematics through hurricane tracking. Mathematics Teaching in the Middle School, 13(9), 500–512.
Schoen, R.C. & Clark, J.T. (2007). Florida’s answer to “A Mile Wide and an Inch Deep:” Mathematics content standards that allow time for in-depth teaching and learning. Dimensions in Mathematics, 27(2), 6–12.