Research Articles
Otten, S., de Araujo, Z., & Candela, A. G. (2025). The benefits of modesty: Considering incremental professional development for mathematics teachers (editorial). Education Sciences, 15(4), 473. https://doi.org/10.3390/educsci15040473 OPEN ACCESS
Otten, S., Candela, A. G., & de Araujo, Z. (Eds.). (2024/2025). Incremental and innovative approaches to professional development for mathematics teachers (special issue). Education Sciences, 14/15. https://www.mdpi.com/journal/education/special_issues/YBV49M7Q71 OPEN ACCESS
Wonsavage, F. P., Otten, S., Candela, A. G., & de Araujo, Z. (2024). The modality of mathematics lesson observations: Comparing the results of live and video-based coding. International Journal of Research and Method in Education. https://doi.org/10.1080/1743727X.2024.2350068
Teacher Articles
Otten, S., & Baah, F. (2025). Great reads: On the value of delays in teaching. Newsletter of the International Consortium for Research in Science and Mathematics Education, 19, 10-13. [PDF]
Stewart, M. N., Brown, N. E., de Araujo, Z., Otten, S., & Candela, A. G. (2025). Rate and review. Mathematics Teacher: Learning and Teaching PK–12, 118(1), 45-57. https://pubs.nctm.org/view/journals/mtlt/118/1/article-p45.xml [Lesson materials from NCTM]
Wonsavage, F. P., de Araujo, Z., Candela, A. G., & Otten, S. (2024). Mining gems to inspire teacher reflection. The Centroid, 50(1), 9-12. [PDF]
Proceedings Articles
Wambua, M. M., Stewart, M. N., Otten, S., de Araujo, Z., & Candela, A. G. (2025). Algebra 1 teachers’ classroom circulation patterns: A lay of the land. In R. M. Zbiek, X. Yao, A. McCloskey, & F. Arbaugh (Eds.), Proceedings of the 47th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1205–1209). State College, PA: Pennsylvania State University. https://doi.org/10.51272/pmena.47.2025 [PDF]
Otten, S., de Araujo, Z., Candela, A. G., Vahle, C., Stewart, M. E. N., Wonsavage, F. P., & Baah, F. (2022). Incremental change as an alternative to ambitious professional development. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1445–1450). Nashville, TN: Middle Tennessee State University. [PDF]
Web Articles / Podcast Episodes
Otten, S., de Araujo, Z., Candela, A. G., & Wonsavage, F. P. (2024, June 13). Why incremental PD is worth trying. Practice-Driven PD. https://practicedrivenpd.com/2024/06/13/why-incremental-pd-is-worth-trying/
Otten, S., de Araujo, Z., Candela, A. G., & Wonsavage, F. P. (2024, June 2). Why transformational PD hasn’t worked at scale. Practice-Driven PD. https://practicedrivenpd.com/2024/06/02/why-transformational-pd-hasnt-worked/
Otten, S., de Araujo, Z., Candela, A. G., & Wonsavage, F. P. (2024, May 30). Mathematics teacher PD: A paradox and a contradiction walk into the classroom. Practice-Driven PD. https://practicedrivenpd.com/2024/05/30/mathematics-teacher-pd-paradox-and-contradiction/
Podcast episode with Zandra de Araujo, Amber Candela, Paul Wonsavage, and Sam Otten discussing the Practice-Driven Professional Development Project and incremental PD. Math Ed Podcast. https://www.podomatic.com/podcasts/mathed/episodes/2024-06-13T08_20_56-07_00
Podcast episode hosted by Dusty Jones and Joel Amidon featuring Sam Otten talking about his background as a teacher educator but also a conversation about incremental PD for math teachers. Teaching Math Teaching. https://www.teachingmathteachingpodcast.com/84
Practice-Driven PD 