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. (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 (Unpublished master’s thesis).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.
Banting, 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.