### Refereed Publications

Banting, N., Vashchyshyn, I., & Chernoff, E. (in press). 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. xx-xx). Berlin/Heidelberg: Springer.

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 (Unpublished master’s thesis).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.

### Edited Publications

*Proceedings of the 41*(pp. xx-xx). Montreal, QC: CMESG/GCEDM.

^{st}Annual Meeting of the Canadian Mathematics Education Study Group/Groupe Canadien d’Étude en Didactique des MathématiquesBanting, N., & Simmt, E. (2017). From (observing) problem-solving to (observing) problem-posing: Fronting the teacher as observer. *Constructivist Foundations, 13*(1), 177-179. Retrieved from http://constructivist.info/13/1/177

Banting, N., & De Loof, S. (2017). Right and wrong (and good enough): A duoethnography within a graduate curriculum studies course. In J. Norris & R. D. Sawyer (Eds.), *Theorizing curriculum studies, teacher education and research through duoethnographic pedagogy* (pp. 39-62). New York: Palgrave Macmillan.

Banting, N. (2017, July/August). Desmos art. *The Variable: An SMTS Periodical, 2*(4), 25-28.

Banting, N. (2016, May). (Min + max)imize: Promoting an active stance for basic facts. *The Variable: An SMTS Periodical, 1*(2), 17-21.

Banting, N. (2016). Fraction talks. In L. Horn & T. Cardone (Eds.), *The best of the math teacher blogs 2015: A collection of favorite posts* (pp. 98-100). San Bernardino, CA: CreateSpace Independent Publishing Platform.