Chernoff, E. J., Banting, N., & Banow, R. (forthcoming). Is it in the cards?!? Revealing consequential probability. *Proceedings of the 14*^{th} International Congress on Mathematical Education (pp. xxx-xxx). Shanghai, China.

Banting, N., & Williams, C. (2020). Children’s games and games for children. *Mathematics Teacher: Learning and Teaching PK-12*, 113(12), 983-988.

Banting, N. (2020). Almost-common denominators. *Colorado Mathematics Teacher, 53*(1). Retrieved from https://digscholarship.unco.edu/cmt/vol53/iss1/2/

Chernoff, E. J., Banting, N., & Wilson, J. (2020). Numberlines: The evil triplets. Journal of Humanistic Mathematics, *10*(2), 569-575. Retrieved from https://scholarship.claremont.edu/jhm/vol10/iss2/34/

Banting, N. (2019). Writing to communicate in the secondary mathematics classroom. In E. J. Chernoff, G. L. Russell & B. Sriraman (Eds.), *Selected writings from the Journal of the Saskatchewan Mathematics Teachers’ Society: Celebrating 50 years (1961-2011) of vinculum* (pp. 421-425). Charlotte, NC: Information Age Publishing.

Banting, N., Vashchyshyn, I., & Chernoff, E. (2018). In no uncertain terms: Encouraging a critical stance toward probability in school. In A. Kajander, J. Holm & E. J. Chernoff (Eds.), *Teaching and learning secondary school mathematics: Canadian perspectives in an international context* (pp. 571-588). Berlin/Heidelberg: Springer.

Banting, N. (2018). Survival of the fitness: Mathematical activity as a union of content and process. *Ohio Journal of School Mathematics, 79. *Retrieved from https://library.osu.edu/ojs/index.php/OJSM/article/view/6424/5068

Banting, N., & Vashchyshyn, I. (2018). Don’t ask why: The division between presentations and representations. *Ontario Mathematics Gazette, 56*(3), 10-14.

Banting, N. (2017). In theory: Addressing the probability experiment. *Vector: The Official Journal of the BC Association of Mathematics Teachers, 59*(2), 13-16.

Banting, N. & Simmt, E. (2017). Problem drift: Teaching curriculum with(in) a world of emerging significance. In Galindo, E., & Newton, J. (Eds.), *Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (pp. 693-700). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Banting, N. (2017). I love you fifty. *Journal of Humanistic Mathematics, 7*(2), 379-383. doi: 10.5642/jhummath.201702.19

Banting, N. (2017). What problem are they posing? Viewing group problem solving through an enactivist lens. *delta-K: Journal of the Mathematics Council of the Alberta Teachers’ Association, 54*(1), 11-15.

Chernoff, E. J., Russell, G. L., Vashchyshyn, I., Neufeld, H., & Banting, N. (2017). There is no evidence for order mattering; therefore, order does not matter: An appeal to ignorance. *Avances de Investigación en Educación Matemática, 11*, 5-24.

Banting, N. (2017). *Carving curriculum out of chaos: Exploring teacher interventions and the patterning of small groups in mathematics class*. (Unpublished master’s thesis). University of Alberta, Edmonton, Canada.

Banting, N. (2016). Auston Matthews and Monty Hall. *Ontario Mathematics Gazette, 55*(2), 35-40.

Banting, N. (2015). Calculated risks: The math teacher as big data producer and risk analyst [Special issue: Risk – Mathematical or Otherwise]. *The Mathematics Enthusiast, 12*(1, 2, & 3), 378-388.

Banting, N. (2011). Alarm clock counting. *vinculum: Journal of the Saskatchewan Mathematics Teachers’ Society. 3*(1), 28-30.

Banting, N. (2010). Writing to communicate in the secondary mathematics classroom. *vinculum: Journal of the Saskatchewan Mathematics Teachers’ Society, 2*(1), 4-6.