Jennifer A Wolfe
 Associate Professor, Mathematics
 (520) 6269294
 Environment and Natural Res. 2, Rm. S313
 Tucson, AZ 85719
 jwolfe628@email.arizona.edu
Biography
Jennifer A. Eli, Ph.D., is an Associate Professor of Mathematics Education in the Department of Mathematics at The University of Arizona in Tucson, AZ. Dr. Eli holds a BS and MA in mathematics and a PhD in Mathematics Education from the University of Kentucky. While her primary focus is on grades 612 mathematics teacher preparation, she has taught a variety of undergraduate and graduate mathematics and mathematics education courses, mentored grades 612 student teachers, and facilitated professional development workshops for inservice teachers in rural Appalachia and across the country. She also has extensive experience in working with K12 students both within and outside the classroom setting.
Dr. Eli’s work focuses on the use of equitable teaching practices through the use of Complex Instruction, a researchbased form of collaborative learning that centers on students’ participation in groups. How a student is perceived by their peers in a group relative to their capability to make meaningful contributions (that is, issues of status) effects whether that group will listen to an individual. In her work, she examines how implementing researchbased pedagogical strategies for developing individual and group accountability that promotes equitable mathematics learning. In particular, in what ways does CI offer strategies that mathematics teachers can leverage to engage students in productive perseverance? What are the kinds of effective teaching moves that support students in grappling with challenging mathematics whilst developing mathematics connections that promote a growth mindset for learning mathematics in a collaborative group? Due in part to her work in Complex Instruction, Dr. Eli was awarded the Spring 2015 University of Arizona AAU Undergraduate STEM Teaching Excellence Award, honoring her innovative mathematics teaching.
Dr. Eli is CoPI on a National Science Foundation Robert Noyce Grant, aimed at increasing the number of highly qualified secondary mathematics teacher. Dr. Eli is an active member of the Association for Mathematics Teacher Educators (AMTE), the National Council of Teachers of Mathematics (NCTM) and the Psychology of Mathematics EducationNorth American Chapter (PMENA). She was the Lead Editor on the PMENA 2016 Proceedings. She recently served as a committee member for the NCTM 2017 Annual Conference Program and is currently on the program committee for AMTE. She is a coeditor for the Informing Practice Department of the Mathematics Teaching in the Middle School journal. She was recently selected as a 20192020 Fellow of the Center for Inquiry and Equity in Mathematics.
Degrees
 Ph.D. Mathematics Education
 University of Kentucky, Lexington, Kentucky, United States of America
 An exploratory mixed methods study of prospective middle grades teachers' mathematical connections while completing investigative tasks in geometry
 M.A. Mathematics
 University of Kentucky, Lexington, Kentucky, United States of America
 B.S. Mathematics
 University of Kentucky, Lexington, Kentucky, United States of America
Awards
 Fellowship
 The Center for Inquiry and Equity in Mathematics, Spring 2019
 Undergraduate STEM Education Teaching Excellence Award
 The University of Arizona AAU, Spring 2015
 International Congress on Mathematics Education Travel Grant
 National Science Foundation/National Council of Teachers of Mathematics, Summer 2012
 College of Science Distinguished Early Career Teaching Award
 The University of Arizona, Spring 2012 (Award Nominee)
 National Science Foundation Service Teaching and Research STaR Fellow
 National Science Foundation, Summer 2010
Interests
No activities entered.
Courses
202021 Courses

Meth Tch Math Sec School
MATH 406B (Fall 2020)
201920 Courses

Independent Study
MATH 599 (Spring 2020) 
Understand Ele Math  B
MATH 302B (Spring 2020) 
Meth Tch Math Sec School
MATH 406B (Fall 2019)
201819 Courses

Directed Research
MATH 392 (Spring 2019) 
Sec Math Teach Practicum
MATH 494C (Spring 2019) 
Meth Tch Math Sec School
MATH 406B (Fall 2018)
201718 Courses

Sec Math Teach Practicum
MATH 494C (Spring 2018) 
Understand Ele Math  B
MATH 302B (Fall 2017)
201617 Courses

Understand Ele Math  B
MATH 302B (Fall 2016)
201516 Courses

Understand Ele Math  B
MATH 302B (Spring 2016)
Scholarly Contributions
Books
 Eli, J. A., & Wood, M. B. (2016). Learning to facilitate groupwork through complex instruction. Tucson, AZ: University of Arizona.
 Wood, M. B., Wood, M. B., Turner, E. E., Turner, E. E., Civil, M., Civil, M., Eli, J. A., & Eli, J. A. (2016). Proceedings of the 38th Annual North American Chapter of the International Group for the Psychology of Mathematics Education. Tucson, AZ: The University of Arizona.
Chapters
 Civil, M., Anhalt, C. O., Mcgraw, R. H., & Eli, J. A. (2018). Stronger together: The Arizona Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation. In Recruiting, retaining, and preparing STEM teachers for a global generation. Rotterdam, Netherlands: Sense.
 Eli, J. A., Mcgraw, R. H., Anhalt, C. O., & Civil, M. (2019). Stronger together: The Arizona Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation. In Recruiting, retaining, and preparing STEM teachers for a global generation. Rotterdam, Netherlands: Sense.More infoEli, J., McGraw R., Anhalt, C., & Civil, M. (2019). Stronger Together: The AZ Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation. Book chapter in J. Leonard, A. Burrows, and R. Kitchen (Eds.), Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation. Sense Publishers, The Netherlands.
 Eli, J. A. (2016). Broadening perspectives through purposeful reflection: A commentary on Strickland's case. In Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms..
 Anhalt, C. O., Anhalt, C. O., Eli, J. A., & Eli, J. A. (2012). Building connections from whole number to polynomial long division: Teaching English language learners. In Beyond good teaching: Advancing Mathematics Education for ELLs(pp 96103). Reston, VA: National Council of Teachers of Mathematics.More infoEnglish language learners share a basic need: to engage, and be engaged, in meaningful mathematics. Through guiding principles and instructional tools, together with classroom vignettes and video clips, this book shows how to go beyond good teaching to support ELLs in learning challenging mathematics while developing language skill.Position your students to share the valuable knowledge that they bring to the classroom as they actively build and communicate their understanding.The design of this book is interactive and requires the reader to move back and forth between the chapters and online resources at www.nctm.org/more4u. Occasionally, the reader is asked to stop and reflect before reading further in a chapter. At other times, the reader is asked to view video clips of teaching practices for ELLs or to refer to graphic organizers, observation and analysis protocols, links to resources, and other supplementary materials. The authors encourage the reader to use this resource in professional development.
Journals/Publications
 Eli, J. A. (2018). Learning to Emphasize the Group in Groupwork. National Council of Supervisors of Mathematics, 49(2), 2426.
 Eli, J. A., Roy, G., & Hendrix, L. (2018). Using history to model with mathematics: The German tank problem.. Mathematics Teaching in the Middle School.
 Dean, B. M., Dupree, L. L., & Eli, J. A. (2017). Making Sense of Classroom Norms. National Council of Supervisors of Mathematics, 47(4), 2729.
 Gonzalez, G., & Eli, J. A. (2017). Preservice and inservice teachers' perspectives about launch a problem. Journal of Mathematics Teacher Education, 20(2), 159201. doi:10.1007/s1085701593031More infoAbstract: Launching a problem is critical in a problembased lesson. We investigated teachers’ perspectives on the use of a problem that was analogous to the one provided during a launch. Our goal was to identify teachers’ underlying assumptions regarding what should constitute a launch as elements of the practical rationality of mathematics teaching. We analyzed data from four focus groups that consisted of preservice (PST) and inservice (IST) teachers who viewed animated vignettes of classroom instruction. We applied Toulmin’s scheme to model the arguments that were evident in the transcriptions of the discussions. We identified nine claims and 13 justifications for those claims, the majority of which were offered by the ISTs. ISTs’ assumptions focused on reviewing, providing hints, and not confusing students, whereas PSTs’ assumptions focused on motivation and student engagement. Overall, the assumptions were contradictory and supported different strategies. The assumptions also illustrated different stances regarding how to consider students’ prior knowledge during a launch. We identified a tension between ensuring that students could begin a problem by relying on the launch and allowing them to struggle with the problem by limiting the information provided in the launch. This study has implications for teacher education because it identifies how teachers’ underlying assumptions may affect their decisions to enable students to engage in productive struggle and exercise conceptual agency.
 Yow, J., Eli, J. A., Beisiegel, M., Welder, R., & McCloskey, A. (2016). Challenging transitions and crossing borders: Preparing novice mathematics teacher educators to support novice K12 teachers. Mathematics Teacher Education and Development.More infoSubmitted for Review Spring 2014Notification of Revised and Resubmit: February 2015Revise & Resubmitted March 2015Accepted November 2015Published: Spring 2016Abstract: This article shares findings from a survey of 69 recently graduated doctoral students in mathematics education. Similarities were found between the experiences of these novice mathematics teacher educators and the experiences documented in the literature on novice K12 mathematics teachers. Using Giroux’s framework of border crossing (1992/2005), findings showed that novice mathematics teacher educators needed more teaching experiences during their doctoral preparation programs as well as more mentoring during their initial years as professors. These findings are consistent with research findings on the experiences of novice K12 mathematics teachers. The article then discusses how these findings impact the teaching and learning of mathematics across K12 and university settings and offers suggestions for improving the transition for mathematics teacher educators into their academic roles as novice professors.
 Orrill, C. H., Kim, O., Peters, S. A., Lischka, A. E., Jong, C., Sanchez, W. B., & Eli, J. A. (2015). Challenges and strategies for assessing mathematical knowledge for teaching. Mathematics Teacher Education and Development, 17(1), 1229.More infoAbstract: Developing and writing assessment items that measure teachers' knowledge is an intricate and complex undertaking. In this paper, we begin with an overview of what is known about measuring teacher knowledge. We then highlight the challenges inherent in creating assessment items that focus specifically on measuring teachers’ specialised knowledge for teaching. We offer insights into three practices we have found valuable towards overcoming challenges in our own crossdisciplinary work to create assessment items for measuring teachers' knowledge for teaching.
 Eli, J. A., MohrSchroeder, M. J., & Lee, C. W. (2013). Mathematical connections and their relationship to mathematics knowledge for teaching geometry. School Science and Mathematics, 113(3), 120134.More infoAbstract: Effective competition in a rapidly growing global economy places demands on a society to produce individualscapable of higherorder critical thinking, creative problem solving, connection making, and innovation. We must lookto our teacher education programs to help prospective middle grades teachers build the mathematical habits of mindthat promote a conceptually indexed, broadbased foundation of mathematics knowledge for teaching which encompassesthe establishment and strengthening of mathematical connections. The purpose of this concurrent exploratorymixed methods study was to examine prospective middle grades teachers’ mathematics knowledge for teachinggeometry and the connections made while completing open and closed card sort tasks meant to probe mathematicalconnections. Although prospective middle grades teachers’ mathematics knowledge for teaching geometry was belowaverage, they were able to make over 280 mathematical connections during the card sort tasks. Curricular connectionsmade had a statistically significant positive impact on mathematics knowledge for teaching geometry.
 Royal, K. D., & Eli, J. A. (2013). Developing a psychometric ruler: An alternative presentation of rasch measurement output. Journal of Applied Quantitative Methods, 8(3), 110.More infoRasch measurement is one of the most popular analytical techniques available in the field ofpsychometrics. Despite the advantages of Rasch measurement, many researchers andconsumers of information have noted that interpreting Rasch output can be an arduous task.The purpose of this paper is to respond to this problem by presenting an alternative method forreporting results that is arguably more userfriendly and easily interpretable by consumers ofresearch.
 Eli, J. A., MohrSchroeder, M. J., & Lee, C. W. (2011). Exploring mathematical connections of prospective middlegrades teachers through cardsorting tasks. Mathematics Education Research Journal, 23(3), 297319.More infoAbstract: Prospective teachers are expected to construct, emphasise, integrate, and make use of mathematical connections; in doing so, they acquire an understanding of mathematics that is fluid, supple, and interconnected (Evitts Dissertation Abstracts International, 65(12), 4500, 2005). Given the importance of mathematical connection making, an exploratory study was conducted to consider the ability of prospective middlegrades teachers to make mathematical connections while engaging in cardsorting activities. Twentyeight prospective middlegrades teachers participated in both an open and closed card sort. Data were analysed using constant comparative methods to extract meta themes to describe the types of connections made. Findings indicate that these prospective teachers tended to make more procedural and categoricaltype mathematical connections and far fewer derivational or curricular mathematical connections. © 2011 Mathematics Education Research Group of Australasia, Inc.
 Royal, K. D., Eli, J. A., & Bradley, K. D. (2010). Exploring community college faculty perceptions of student outcomes: Findings of a pilot study. Community College Journal of Research and Practice, 34(7), 523540.More infoAbstract: This study explored the paradigmatic differences in perceptions of community college faculty employed at select Virginia and West Virginia community colleges collected via a webbased survey. The study is framed within the faculty selfclassification along the "hard" and "social/behavior" science paradigm continuum. Given the paradigmatic continuum, faculty perceptions' of student outcomes were examined. Faculty respondents consistently reported the importance of intellectual growth; however, differences in relative importance of outcomes tied to emotional, cultural, and social growth exist. The potential implications of these perceptions on student experiences and outcomes are considered. © Taylor & Francis Group, LLC.
 Bradley, K. D., Royal, K. D., Cunningham, J. D., Weber, J., & Eli, J. A. (2008). What constitutes good educational research? A consideration of ethics, methods, and theory.. MidWestern Educational Researcher, 34(7), 118.More infoAbstract: The question of what constitutes good educational research has received much attention in recent years. To offer an empirical framework, a webbased survey was administered to faculty and graduate students in the College of Education at a southeastern university to obtain their perceptions about characteristics related to highquality educational research. Results suggest that survey items connected to ethics and theory were relatively easy to endorse, while items connected to methodology illustrated variation in perception. This study provides a foundation for dialogue regarding the quality of educational research.
Proceedings Publications
 Tyminski, A., Weiman, R., Gonzalez, G., Trocki, A., Johnson, K., Perry, J., & Wolfe, J. A. (2019, Fall). Developing theory, research, and tools for effective launching: Developing a launch framework.. In Psychology of Mathematics Education North American Chapter (PMENA), 41, 19241932.
 Eli, J. A. (2018, November). Developing theory, research, and tools for effective launching.. In In T. E. Hodges , G. J. Roy, & A. M. Tyminski (Eds.) Proceedings of the 40th Annual North American Chapter of the International Group for the Psychology of Mathematics.
 Eli, J. A. (2016, Fall 2016). Supporting secondary mathematics teacher preparation: A collaborative tetrad model.. In Psychology of Mathematics Education North American Chapter.
 Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (2016, November). Proceedings of the 38th Annual North American Chapter of the International Group for the Psychology of Mathematics Education. In Psychology of Mathematics Education North America.
 Beisiegel, M., & Eli, J. A. (2013, Summer). An investigation of novice mathematics teacher educators' experiences in transition from doctoral student to faculty member.. In The 37th Conference of the International Group for the Psychology of Mathematics Education, 5, 209.More infoIn A.M. Lindmeier, & A. Heinze. (Eds). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education
 McCloskey, A., Beisiegel, M., Eli, J. A., Welder, R., & Yow, J. (2012, Fall). Parallel transitions: Challenges faced by new mathematics teachers and new mathematics teacher educators.. In The 34th Annual North American Chapter of the International Group for the Psychology of Mathematics Education, 737740.More infoIn L.R. Van Zoest, J.J. Lo, & J.L. Kratky (Eds.), Proceedings of the 34th Annual North American Chapter of the International Group for the Psychology of Mathematics Education
 Beisiegel, M., Eli, J. A., McCloskey, A., Welder, R., & Yow, J. (2011, Fall). Transforming practices by understanding the connections between new mathematics teacher educators and new K12 mathematics Teachers. In The 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1912.More infoIn L.R. Weist, & T. Lamberg (Eds.), Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
 Eli, J. A., MohrSchroeder, M. J., & Lee, C. W. (2010, January). Prospective middle grades teachers' mathematical connections and its relationship to their mathematics knowledge for teaching.. In The 8th annual Hawaii International Conference on Education, 13671418.More infoWith the implementation of No Child Left Behind legislation and a push for reformcurricula, prospective teachers must be prepared to facilitate learning at a conceptual level. Toaddress these concerns, an exploratory mixed methods investigation of twentyeight prospectivemiddle grades teachers’ mathematics knowledge for teaching geometry and mathematicalconnectionmaking was conducted at a large public southeastern university. Participantscompleted a diagnostic assessment in mathematics with a focus on geometry and measurement(CRMSTD, 2007), a mathematical connections evaluation, and a card sort activity. Mixedmethods data analysis revealed prospective middle grades teachers’ mathematics knowledge forteaching geometry was underdeveloped and the mathematical connections made by prospectivemiddle grades teachers were more procedural than conceptual in nature.Proceedings of the 8th annual Hawaii International Conference on Education
Presentations
 Eli, J. A. (2019, Fall). Emphazing the group in groupwork: Empowering students through equitable teaching practices. National Council of Teachers of Mathematics Regional Conference. Boston, MA: National Council of Teachers of Mathematics.
 Hackett, M., Wolfe, J. A., Salcido, M., & Quihuis, G. (2019, January/Spring). From Summer Labschool to the School Year: Implementing Access and Equity Practices in the Middle School Classroom.. Mathematics Educators Appreciation Day Conference. Tucson, AZ: Center for Recruitment and Retention of Teachers.
 Wolfe, J. A., & Hackett, M. (2019, February/Spring). Complex instruction lab school: A middle school mathematics professional development model. Western Regional Noyce Conference. Tucson AZ: National Science Foundation.
 Yeh, C., Kokka, K., Louis, N., Jong, C., Eli, J. A., Chao, T., & Adiredja, A. (2019, Spring). Growing against the grain: Counterstories of Asian American mathematics education scholars. American Education Research Association. Toronto, CA: American Education Research Association.
 Chao, T., Eli, J. A., Kokka, K., & Cathery, Y. (2018, April 2018). Critical Issues in Working with Asian American Students. National Council of Supervisors of Mathematics. Washington DC: National Council of Supervisors of Mathematics.
 Chao, T., Eli, J. A., Kokka, K., & Yeh, C. (2018, Spring). Critical Issues in Working with Asian American Students. The National Council of Supervisors of Mathematics. Washington, DC: The National Council of Supervisors of Mathematics.
 Eli, J. A., & Safi, F. (2018, April 2018). We got this! Engaging students in equitable group collaboration with challenging mathematics.. National Council of Teachers of Mathematics Annual Conference. Washington, D. C: National Council of Teachers of Mathematics.
 Eli, J. A., & Safi, F. (2018, April 2018). Working together: Building mathematical knowledge for teaching through equitable teaching practices. National Council of Teachers of Mathematics. Washington DC: National Council of Teachers of Mathematics.
 Eli, J. A., & Safi, F. (2018, Spring). We got this! Engaging students in equitable group collaboration with challenging mathematics.. National Council of Teachers of Mathematics. Washington, DC: National Council of Teachers of Mathematics.
 Safi, F., & Eli, J. A. (2018, Spring). Working Together: Building Mathematical Knowledge For Teaching Through Equitable Teaching Practices. National Council of Supervisors of Mathematics. Washington, D.C: National Council of Supervisors of Teachers.
 Weiman, R., Perry, J., Tyminski, A., Kelemanik, G., Gonzalez, G., Trocki, A., & Eli, J. A. (2018, Fall). Developing theory, research, and tools for effective launching. North American Chapter of the International Group for the Psychology of Mathematics Education. Columbia, SC: Psychology of Mathematics EducationNorth American Chapter.
 Wood, M. B., & Eli, J. A. (2018, Fall). Mathematical Superheroes: Create a justification league in your classroom.. National Council of Teachers of Mathematics Regional Conference. Hartford, CT: National Council of Teachers of Mathematics.
 Eli, J. A. (2016, January 2016). Learning to Facilitate Groupwork Through Complex Instruction. Association of Mathematics Teacher Educators. Irvine, CA.
 Parks, A., FeltonKoestler, M., Eli, J. A., Wood, M. B., Wagner, A., & Crespo, S. (2016, January). Designing Complex Instruction Tasks to Support Prospective Teacher Learning in Elementary Content and Methods Courses. 20th Annual Association of Mathematics Teacher Educators Conference. Irvine, CA: Association of Mathematics Teacher Educators.
 Eli, J. A. (2015, February). Secondary mathematics teacher preparation: A collaborative tetrad model. Research Council on Mathematics Learning. Las Vegas, NV: Research Council on Mathematics Learning.More infoAbstract: Student teaching is often described as the most influential part of teacher preparation. During student teaching, preservice teachers are expected to put into practice the integration of content and pedagogy under the mentorship of knowledgeable others in a classroom setting. The traditional model of student teaching supervision involves daily interaction with an inservice teacher coupled with periodic visits by a university supervisor, usually a mathematics educator. Although university mathematicians are responsible for significant portions of teacher preparation prior to student teaching, they are often absent during this crucial period. In this session, I propose a new model of collaboration for supporting mathematics teacher preparation that includes both mathematicians and mathematics educators in the student teaching semester. I will discuss preliminary findings from the implementation of the tetrad model with a focus on the professional noticing of all tetrad members.
 Eli, J. A. (2015, January). Card Sorting: A Tool for Assessing Students' mathematical Connections. Mathematics Educators Appreciation Day Conference. Tucson High School: Center for Recruitment & Retention of Teachers.More infoSession Description: In this session, I will begin by introducing card sorting as a tool for exploring and assessing students' mathematical connections and will present participants with sample card sort activities. Participants will then engage in and create their own card sort activities for assessing their students' mathematical connections on a topic of choice.
 Menendez, J. A., & Eli, J. A. (2015, November). Using Complex Instruction in content courses for prospective teachers. American Mathematical Association of Two Year Colleges Annual Conference. New Orleans, LA: American Mathematical Association of Two Year Colleges.
 Eli, J. A. (2014, January). Using blender to help students visualize and model solids of revolution. Mathematics Educators Appreciation Day Conference. Tucson High School: Center for Recruitment & Retention of Teachers.
 ShirleyAkers, K., Eli, J. A., & Royal, K. D. (2014, April). Evaluating faculty research productivity and collaborations with social network analysis. American Educational Research Association Annual Conference. Philadelphia, PA: American Educational Research Association.More infoAbstract: Research productivity and collaborations are essential aspects of advancing academia. Publishing is a critical mechanism in higher education to allow faculty members to share new information in all disciplinary fields. Due to its importance, scholarly work is often heavily considered for promotion, tenure, compensation, and other merit decisions. Social network analysis (SNA) offers a useful methodology for evaluating productivity and collaborations within research networks. The purpose of this paper is to present a primer of SNA and demonstrate how SNA can be used to discern faculty research productivity and collaborations in highly integrated and complex research networks
 Beisiegel, M., & Eli, J. A. (2013, July). An investigation of novice mathematics teacher educators' experiences in transition from doctoral student to faculty member. International Group for the Psychology of Mathematics Education. Kiel, Germany: International Group for the Psychology of Mathematics Education.
 Eli, J. A. (2013, January). A preservice secondary mathematics teachers' implementation of a solids of revolution task: Learning to launch. Association of Mathematics Teacher Educators Annual Conference. Orlando, FL: Association of Mathematics Teacher Educators.
 Eli, J. A. (2013, October). Developing a collaborative model for mentoring secondary mathematics student teachers. American Mathematical Society Sectional Meeting; Special Session. Louisville, Ky: American Mathematical Society.
 Gonzalez, G., & Eli, J. A. (2013, April). Teaching tensions when scaffolding students' work in a problembased lesson. American Educational Research Association Annual Conference. San Francisco, CA: American Educational Research Association.
 McGraw, R., Eli, J. A., & Felton, M. D. (2013, February). Mathematics education research: What, who, and how?. The University of Arizona Mathematics Department Research Tutorial Groups. The University of Arizona: Department of Mathematics.
 Beisiegel, M., Eli, J. A., & McCloskey, A. (2012, April). New mathematics educators' preparation for academic careers: An exploratory study. National Council of Mathematics Teachers Research PreSession. Philadelphia, PA: National Council of Teachers of Mathematics.
 Eli, J. A., Anhalt, C., Fernandez, M., & Wilson, P. (2012, February). Building reflective secondary preservice teachers: A coconstructed triad of collaboration. Association of Mathematics Teacher Educators Annual Conference. Fort Worth, TX: Association of Mathematics Teacher Educators.
 Eli, J. A., Beisiegel, M., McCloskey, A., Welder, R., & Yow, J. (2012, April). Becoming a mathematics teacher educator: Novice faculty members' perceptions of the impact of doctoral program experiences. American Educational Research Association Annual Conference. Vancouver, Canada: American Educational Research Association.
 Eli, J. A., Yow, J., & Welder, R. (2012, April). Similarities among new teacher educators and new K12 mathematics teachers. National Council of Teachers of Mathematics Research PreSession. Philadelphia, PA: National Council of Teachers of Mathematics.
 McCloskey, A., Eli, J. A., Beisiegel, M., Welder, R., & Yow, J. (2012, November). Parallel transitions: Challenges faced by new mathematics teachers and new mathematics teacher educators. International Group for the Psychology of Mathematics Education North American Chapter Annual Conference. Kalamazoo, MI: International Group for the Psychology of Mathematics Education North American Chapter.
 Thomas, M., Lozano, G., Patterson, C., & Eli, J. A. (2012, January). Developing a protocol for analyzing the quality of classroom interactions in an undergraduate calculus course. AMSMAAMER Annual Joint Conference. Boston, MA: American Mathematical Society; Mathematical Association of America.
 Welder, R., Yow, J., Beisiegel, M., & Eli, J. A. (2012, February). It's crazy; they told me it would be: Experiences of new mathematics teacher educators. Association of Mathematics Teacher Educators. Fort Worth, TX: Association of Mathematics Teacher Educators.
 Anhalt, C., Eli, J. A., & Cuprak, J. (2011, April). Mentoring student teachers: Coconstructing a professional relationship. National Council of Teachers of Mathematics Annual Conference. Indianapolis, IN: National Council of Teachers of Mathematics.
 Beisiegel, M., Eli, J. A., McCloskey, A., Welder, R., & Yow, J. (2011, January). How do the experiences of new mathematics teachers and new mathematics educators compare?. Association of Mathematics Teacher Educators Preconference STaR Fellows Teacher Preparation Research Interest Group. Irvine, CA: Association of Mathematics Teacher Educators.
 Beisiegel, M., Eli, J. A., McCloskey, A., Welder, R., & Yow, J. (2011, November). Transforming our practices by understanding the connections and comparing the challenges faced by new mathematics teachers and new mathematics teacher educators. International Group for the Psychology of Mathematics Education North American Chapter Annual Conference. Reno, NV: International Group for the Psychology of Mathematics Education North American Chapter.
 Beisigel, M., Eli, J. A., McCloskey, A., Welder, R., & Yow, J. (2011, October). Mathematics teacher educators: A missing link in the improvement and scholarship of mathematics teacher education. International Society for the Scholarship of Teaching and Learning Conference. Milwaukee, WI: International Society for the Scholarship of Teaching and Learning.
 Eli, J. A., MohrSchroeder, M. J., & Lee, C. W. (2011, January). Exploring mathematical connections through the use of card sort activities. Association of Mathematics Teacher Educators. Irvine, CA: Association of Mathematics Teacher Educators.
 Royal, K. D., & Eli, J. A. (2011, April). Using rasch measurement to measure factors affecting the frequency of academic misconduct. American Educational Research Association Annual Conference. New Orleans, LA: American Educational Research Association.
 Anhalt, C., Cuprak, J., & Eli, J. A. (2010, April). Making connections: Long division of whole numbers and algebraic expressions. National Council of Teachers of Mathematics Annual Conference. San Diego, CA: National Council of Teachers of Mathematics.
 Eli, J. A. (2010, March). Dissect, rearrange, and motivate: Area explorations of twodimensional figures. The University of Arizona Institute for Mathematics and Education Middle School Teachers' Circle. The University of Arizona: Institute for Mathematics and Education.
 Eli, J. A., Eli, J. A., MohrSchroeder, M. J., MohrSchroeder, M. J., Lee, C. W., & Lee, C. W. (2010, January). Prospective middle grades teachers' mathematical connections and its relationship to their mathematics knowledge for teaching. The 8th annual Hawaii International Conference on Education. Honolulu, HI: Hawaii International Conference on Education.
 Bradley, K. D., Cunningham, J. D., & Eli, J. A. (2009, February). The relationship between primary methodology and perceptions of good educational research. American Association of Colleges for Teacher Education. Chicago, IL: American Association of Colleges for Teacher Education.
 Eli, J. A. (2009, October). Exploring the web of connections. The University of Arizona Department of Mathematics Instructional Colloquium. The University of Arizona: Department of Mathematics.
 Eli, J. A., & MohrSchroeder, M. J. (2009, April). An exploratory study of prospective teachers' mathematical connections while completing tasks in geometry. American Educational Research Association Annual Conference. San Diego, CA: American Educational Research Association.
Poster Presentations
 Eli, J. A., & Gonzalez, G. (2014, April). Middle grades teachers' knowledge for teaching solids of revolution. National Council of Teachers of Mathematics Research Conference. New Orleans, LA: National Council of Teachers of Mathematics.
 Eli, J. A., Beisiegel, M., McCloskey, A., Welder, R., & Yow, J. (2012, July). Transitioning to faculty: new mathematics teacher educators' perceptions of successful doctoral program preparation. International Congress on Mathematical Education Conference. Seoul, South Korea.
 Eli, J. A., & MohrSchroeder, M. J. (2009, April). Prospective middle grades teachers' mathematical connections in geometry. National Council of Teachers of Mathematics Research PreSession. Washington, DC: National Council of Teachers of Mathematics.
Creative Productions
 Gonzalez, G., & Eli, J. A. (2015. Episode 1512: Gloriana Gonzalez & Jennifer Eli.. Math Ed Podcasts: Conversations with Math Ed ResearchersSam Otten, creator and producer. http://mathed.podomatic.com/entry/20150624T07_53_5007_00
 Gonzalez, G., & Eli, J. A. (2013. Episode 1512: Gloriana Gonzalez & Jennifer Eli.. Math Ed Podcasts: Conversations with Math Ed ResearchersSam Otten, creator and producer. http://mathed.podomatic.com/entry/20150624T07_53_5007_00
Others
 Eli, J. A. (2016, December). Who's Doing the Math? Learning to Facilitate Groupwork Through Complex Instruction. The University of Arizona College of Science, Department of Mathematics Newsletter. http://w3.math.arizona.edu/files/newsletter/2016/Mathematics_NewsFall2016web.pdf
 Torre, A. J., & Eli, J. A. (2016, March). Math education research: A complete nonscary and actually interesting area of math. Arizona Daily Wildcat.More infoPlease note that this was an article written by Alexa Jane Torres where I was interviewed along with my colleague Dr. Rebecca McGraw