Justin K. Dimmel

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What Details Do Geometry Teachers Expect in Students' Proofs? A Method for Experimentally Testing Possible Classroom Norms.

Patricio Herbst, Justin K. Dimmel, 2014 .

Continuous Directed Scaling: How Could Dynamic Multiplication and Division Diagrams Be Used to Cross Mathematical Borders?

Eric A. Pandiscio, Justin K. Dimmel, 2020 .

How Do Teachers Expect Students to Represent Mathematical Work? A Study of Teachers' Recognition of Routine Ways that Proofs are Presented and Checked in High School Geometry.

Justin K. Dimmel, J. Dimmel, 2015 .

The Semiotic Structure of Geometry Diagrams: How Textbook Diagrams Convey Meaning

Justin K. Dimmel, P. Herbst, 2015 .

Digital Representations without Physical Analogues: a Study of Body-Based Interactions with an Apparently Unbounded Spatial Diagram

Justin K. Dimmel, Camden G Bock, 2020 .

Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations

Justin K. Dimmel, P. Herbst, D. Chazan, 2016 .

The Geometry of Movement: Encounters with Spatial Inscriptions for Making and Exploring Mathematical Figures

Eric A. Pandiscio, Justin K. Dimmel, Camden G Bock, 2020 .

Secondary mathematics teachers' attitudes toward alternative communication practices when doing proofs in geometry

Justin K. Dimmel, P. Herbst, J. Dimmel, 2017 .

What Does It Take to Be a Fox? New Horizons for Mathematics Communities of Practice.

Justin K. Dimmel, Joshua T. Hertel, N. Wessman-Enzinger, 2019 .

ANALYZING THE DIAGRAMMATIC REGISTER IN GEOMETRY TEXTBOOKS: TOWARD A SEMIOTIC ARCHITECTURE

Patricio Herbst, Justin Dimmel, Justin K. Dimmel, 2012 .

When it’s on zero, the lines become parallel: Preservice elementary teachers’ diagrammatic encounters with division by zero

Eric A. Pandiscio, Justin K. Dimmel, 2020, The Journal of Mathematical Behavior.

Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations

Justin K. Dimmel, P. Herbst, D. Chazan, 2015, ZDM.

HOW ARE GEOMETRIC PROOF PROBLEMS PRESENTED? CONCEPTUALIZING AND MEASURING TEACHERS’ RECOGNITION OF THE DIAGRAMMATIC REGISTER

Karl W. Kosko, Patricio Herbst, Justin Dimmel, 2013 .

Multimodality as universality: Designing inclusive accessibility to graphical information

Justin K. Dimmel, Benjamin A. Guenther, N. Giudice, 2023, Frontiers in Education.

When what routinely happens conflicts with what ought to be done: a scenario-based assessment of secondary mathematics teachers’ decisions

Justin K. Dimmel, P. Herbst, Ander Erickson, 2021 .

Expanding Students' Involvement in Proof Problems: Are Geometry Teachers Willing to Depart From the Norm?

Justin K. Dimmel, P. Herbst, W. Aaron, 2013 .

Proof transcription in high school geometry: a study of what teachers recognize as normative when students present proofs at the board

Justin K. Dimmel, P. Herbst, J. Dimmel, 2020, Educational Studies in Mathematics.

Dynamic Mathematical Figures with Immersive Spatial Displays: The Case of Handwaver

Justin Dimmel, Camden Bock, Justin K. Dimmel, 2019, Technology in Mathematics Teaching.

Comparing Natural Language and Vibro-Audio Modalities for Inclusive STEM Learning with Blind and Low Vision Users

Justin K. Dimmel, N. Giudice, S. Doore, 2023, The 25th International ACM SIGACCESS Conference on Computers and Accessibility.