Papers - Larry Lesser

Lesser has 127+ peer-reviewed mostly first-author papers (and 550+ overall publications if also including shorter/internally-reviewed curriculum features, papers in edited conference proceedings, letters to the editor, book reviews, archived webinars, poems, lyrics, videos, etc.).

here’s a representative set of publications

Lesser, L. M. & Santos, M. (2023). “A Survey on How College Students in a Statistical Literacy Course Apply Statistics Terms to People,” Journal of Statistics and Data Science Education, 15 pp. (2-min. video abstract)

Lesser, L. (2020). Redesigning a statistics literacy course to help prepare pre-service teachers to teach (statistics to) English language learners. In Luciana C. de Oliveira & Marta Civil (Eds.), Teaching mathematics to English language learners: Preparing pre-service and in-service teachers (pp. 27-46). New York: Palgrave Macmillan. https://link.springer.com/book/10.1007/978-3-030-48355-5

Lesser, L.M., Pearl, D.K., Weber, J.J., Dousa, D.M., Carey, R.P., & Haddad, S.A. (2019). Developing Interactive Educational Songs for Introductory Statistics. Journal of Statistics Education, 27(3), 238-252. https://www.tandfonline.com/doi/full/10.1080/10691898.2019.1677533 [this project won Grand Prize (mid/advanced career category) in 2019 NSF We Are Mathematics Video Competition: https://www.causeweb.org/smiles/; supported by my 2015-2020 NSF DUE grant, Project SMILES: Student-Made Interactive Learning with Educational Songs for introductory statistics]

Mocko, M., Lesser, L., Wagler, A., & Francis, W. (2017). Assessing effectiveness of mnemonics for tertiary students in a hybrid introductory statistics course. Journal of Statistics Education, 25(1), 2-11. https://tandfonline.com/doi/pdf/10.1080/10691898.2017.1294879 [3rd-most read article and most-read research article in journal’s history]

Lesser, L., Wagler, A., & *Salazar, B. (Nov. 2016). Flipping between languages? An exploratory analysis of the usage by Spanish-speaking English language learner tertiary students of a bilingual probability applet. Statistics Education Research Journal, 15(2), 145-168. https://iase-web.org/documents/SERJ/SERJ15(2)_Lesser.pdf or https://iase-web.org/ojs/SERJ/article/view/245/146

Lesser, L.M., Pearl, D.K., & Weber, J.J. (2016). Assessing fun items’ effectiveness in increasing learning of college introductory statistics students: Results of a randomized experiment. Journal of Statistics Education, 24(2), 54-62. https://tandfonline.com/doi/pdf/10.1080/10691898.2016.1190190 [supported by my 2012-2016 NSF DUE grant, Project UPLIFT: Universal Portability of Learning Increased by Fun Teaching] featured on Dec. 21, 2017 episode #1716 (Digest 1) of MathEdPodcast

Garfunkel, S.; Malkevitch, J.; Lesser, L.M.; Taylor, A.D.; Conrad, B.P.; Brams, S.J.; Gallian, J.; Campbell, P.J.; (2013). For All Practical Purposes: Mathematical Literacy in Today’s World (9^th ed.). New York: W.H. Freeman and Company (with COMAP: Consortium for Mathematics and its Applications). [I had sole responsibility for the 4 statistics chapters in the 2009 8^th edition (pp. 147-282) and 2013 9^th edition (pp. 162-323)]

Lesser, L.M.; Wall, A.; Carver, R.; Pearl, D.K.; Martin, N.; Kuiper, S.; Posner, M. A.; Erickson, P.; Liao, S.-M.; Albert, J.; Weber, J.J. (2013). Using fun in the statistics classroom: An exploratory study of college instructors’ hesitations and motivations. Journal of Statistics Education, 21(1), 1-33. https://www.tandfonline.com/doi/pdf/10.1080/10691898.2013.11889659 [a related webinar is at https://www.CAUSEweb.org/webinar/jse/2013-08/]

Lesser, L.M., & Kephart, K. (2011). Setting the tone: A discursive case study of problem-based inquiry learning to start a graduate statistics course for in-service teachers. Journal of Statistics Education, 19(3), 1-29. https://tandfonline.com/doi/pdf/10.1080/10691898.2011.11889621. This paper won the Scholarship of Teaching and Learning Award at the 2012 International Sun Conference on Teaching and Learning and yielded an invited national webinar archived at https://www.CAUSEweb.org/cause/webinar/activity/2012-01/ .

Lesser, L., & Winsor, M. (2009). English Language Learners in Introductory Statistics: Lessons Learned from an Exploratory Case Study of Two Pre-Service Teachers. Statistics Education Research Journal, 8(2), 5-32. https://iase-web.org/documents/SERJ/SERJ8(2)_Lesser_Winsor.pdf or https://doi.org/10.52041/serj.v8i2.393

Tchoshanov, M., Lesser, L, & Salazar, J. (2008). Teacher Knowledge and Student Achievement: Revealing Patterns. Journal of Mathematics Education Leadership, 10(2), 38-48. [supported by our Texas Education Agency grant]

Lesser, L. (2007). Critical Values and Transforming Data: Teaching Statistics with Social Justice. Journal of Statistics Education, 15(1), 1-21. https://tandfonline.com/doi/pdf/10.1080/10691898.2007.11889454 (also, see related invited national webinars at https://www.causeweb.org/cause/webinar/teaching/2007-07/ and https://magazine.amstat.org/videos/education_webinars/UsingSocialJusticeExamples.wmv; this paper was also selected for a 9-organization international 2016-17 webinar/readings series on equity and social justice in mathematics education: https://drive.google.com/file/d/0B2DzSqr8u5GeYlUtdnpvZHNZXzA/view ]

Lesser, L. (2001). Representations of Reversal: An Exploration of Simpson’s Paradox. In Albert A. Cuoco & Frances R. Curcio (Eds.), The Roles of Representation in School Mathematics, pp. 129-145. Reston, VA: National Council of Teachers of Mathematics. [listed over several years as one of the premier statistics literacy website’s most-downloaded papers: http://www.statlit.org/pdf/2001LesserNCTM.pdf ]

and here is a longer list of papers, grouped by 5 foci (“EnTICE: Engagement, Teacher knowledge, Intuition, Curriculum, Equity”):

1) ENGAGEMENT [of learners in or beyond the classroom, using a motivating context or modality (e.g., Pi Day, lotteries, music, poetry, educational fun, etc.)]

Pearl & Lesser (spring 2023). Statistical edutainment: An experimental way to teach for good measure. Teaching Statistics, 45(1), 45-56. https://onlinelibrary.wiley.com/doi/epdf/10.1111/test.12323

Lesser & Pearl (fall 2022). Statistical edutainment: You’re the subject for our next subject! Teaching Statistics, 44(3), 133. https://onlinelibrary.wiley.com/doi/10.1111/test.12312

L. M. Lesser, P. S. Barrientos, & B. Zeidman (July 2022). Higher meanings: A speaker series connecting mathematics and religion. Journal of Humanistic Mathematics, 12(2), 357-377. https://scholarship.claremont.edu/jhm/vol12/iss2/18/ DOI: 10.5642/jhummath.IYPU4188

D. Pearl & L. Lesser (summer 2022). Statistical edutainment: a means to vary how we teach summary statistics. Teaching Statistics, 44(2), 82-89. https://onlinelibrary.wiley.com/doi/10.1111/test.12301

Lesser & Pearl (spring 2022). Take a chance on statistical edutainment. Teaching Statistics, 44(1), 34-42. https://onlinelibrary.wiley.com/doi/10.1111/test.12293

Lesser, L. M. (July 2021). The Power of a Double Take: Doubling Back to Show Growth in a Pandemic, Journal of Humanistic Mathematics, 11(2), 301-308. https://scholarship.claremont.edu/jhm/vol11/iss2/17/

D. Pearl & L. Lesser (fall 2021). Poll position: a sampling of statistical edutainment. Teaching Statistics, 43(3), 124-128. http://dx.doi.org/10.1111/test.12284

L. Lesser & D. Pearl (summer 2021). Statistical edutainment: putting it to the test, Teaching Statistics, 43(2), 92-99. https://onlinelibrary.wiley.com/doi/10.1111/test.12262

D. Pearl & L. Lesser (spring 2021). Statistical edutainment that lines up and fits, Teaching Statistics, 43(1), 45-51. https://onlinelibrary.wiley.com/doi/epdf/10.1111/test.12241

L. Lesser & D. Pearl (fall 2020). Statistical edutainment: Correlation recreation. Teaching Statistics, 42(3), 126-131. https://onlinelibrary.wiley.com/doi/epdf/10.1111/test.12228

G. Karaali & L. Lesser (Sept. 2020). A modest proposal. The Mathematical Intelligencer, 42(3), 55-56. https://link.springer.com/article/10.1007/s00283-019-09961-0

D. Pearl & L. Lesser (summer 2020). Statistical edutainment that counts. Teaching Statistics, 42(2), 66-71. https://onlinelibrary.wiley.com/doi/epdf/10.1111/test.12219.

Gregory J. Crowther, Jason Wessels, Lawrence M. Lesser, & Jennifer L. Breckler (March 2020). Is memorization the name of the game? Undergraduates’ perceptions of the usefulness of physiology songs. Advances in Physiology Education, 44(1), 104-112. https://journals.physiology.org/doi/full/10.1152/advan.00112.2019 (related talk given at 3rd annual VOICES conference: https://www.causeweb.org/voices/2019/session/1-4 )

D. Pearl & L. Lesser (spring 2020). Statistical edutainment with confidence. Teaching Statistics, 42 (1), 23-27. https://onlinelibrary.wiley.com/doi/epdf/10.1111/test.12213

L. Lesser (Jan. 2020). Statistical poetry. Journal of Humanistic Mathematics, 10 (1), 533-539. https://scholarship.claremont.edu/jhm/vol10/iss1/29/

Lesser, L.M. & Pearl, D.K. (Autumn 2019). Statistical edutainment: Reversing comparisons. Teaching Statistics, 41(3), 118-122. https://onlinelibrary.wiley.com/doi/epdf/10.1111/test.12203

Lesser, L. (2018). Modulating misconceptions by musical means. Teaching Statistics, 40(3), 79-82. https://onlinelibrary.wiley.com/doi/pdf/10.1111/test.12157

An, S., Tillman, D., & Lesser, L. (2018). The hidden musicality of math class: A transdisciplinary approach to mathematics education. In Limin Jao & Nenad Radakovic (Eds.), Transdisciplinarity in mathematics education: Blurring disciplinary boundaries (pp. 25-46). New York: Springer.

Lesser, L. (2017). Finding center: Towards increasing clarity and reducing anxiety in statistics class. Journal for the Liberal Arts and Sciences, 22(1), 42-58. This paper in the fall 2017 issue of Journal of Liberal Arts and Sciences has a later related video.

Lesser, L. (2017). Moving between inner and outer worlds. Journal of Humanistic Mathematics, 7(1), 275-284. http://scholarship.claremont.edu/jhm/vol7/iss1/21/

Lesser, J.B. [high school student working in UTEP lab], Tillman, D.A., Lesser, L.M., & An, S.A. (Dec. 2016). Internship experience in an educational technology laboratory: Autoethnography of an eighth-grade student-researcher. Journal of Mathematics Education, 9(2), 109-118. https://educationforatoz.com/images/2016_Commentary_5.pdf

Lesser, L., An, S., & Tillman, D. A. (2016). The use of song to open an educational development workshop: Exploratory analysis and reflection. To Improve the Academy: A Journal of Educational Development, 35(2), 284-302. http://onlinelibrary.wiley.com/doi/10.1002/tia2.20047/full

An, S. A., Zhang, M., Tillman, D., Lesser, L., Siemssen, A. & Tinajero, J. (2016). Learning to teach music-themed mathematics: An examination of preservice teachers’ beliefs about developing and implementing interdisciplinary mathematics pedagogy. Mathematics Teacher Education and Development, 18(1), 20-36. http://www.merga.net.au/ojs/index.php/mted/article/view/273

Lesser, L. (2015). ‘American Pi’: The Story of a Song about Pi. Journal of Mathematics Education, 8(2), 158-168. http://educationforatoz.com/images/2015_Larry_Lesser.pdf

Lesser, L.M. & Reyes, R. (2015, June). Student Reactions to the Integration of Fun Material in a High-Anxiety Subject: A Case Study in the Teaching of College Introductory Statistics. Transformative Dialogues: Teaching and Learning Journal, 8(1), 1-19. http://www.kpu.ca/sites/default/files/Transformative%20Dialogues/TD.8.1.6_Lesser%26Reyes_.Case_Study_Statistics_Fun.pdf

Lesser, L. (2014). Mathematical lyrics: Noteworthy endeavours in education. Journal of Mathematics and the Arts, 8(1-2), 46-53. DOI:10.1080/17513472.2014.950833 (update: in May 2016, a special “cartoon abstract” of this paper was published and the full published paper made available to all)

Lesser, L., Pearl, D., Reyes, R., Weber, J. (2014). Preliminary Results of the Effects and Roles of Fun in Introductory Statistics Classes, poster abstract. In K. Makar, B. de Sousa, & R. Gould (Eds.), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA. Voorburg, The Netherlands: International Statistical Institute. http://icots.info/9/proceedings/pdfs/ICOTS9_P40_LesserPearlReyesWeber.pdf

Lesser, L., Pearl, D., Reyes, R., Weber, J. (2014). Bridging the Disciplines with Fun: Resources and Research, archived paper, 2^nd Electronic Conference on Teaching Statistics, https://www.causeweb.org/ecots/ecots14/32/. (followup panel discussion: https://www.causeweb.org/ecots/ecots14/51/ )

Lesser, L. (2014). Teaching statistics for engagement beyond classroom walls, invited paper,. In K. Makar, B. de Sousa, & R. Gould (Eds.), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA. Voorburg, The Netherlands: International Statistical Institute. http://icots.info/9/proceedings/pdfs/ICOTS9_7A2_LESSER.pdf

Lesser, L. (June 2014). Overcoming statistical anxiety and being successful in data analysis. In Amanda J. Rockinson-Szapkiw & Lucinda S. Spaulding (Eds.), Navigating the doctoral journey: A handbook of strategies for success (pp. 65-75). Lanham, MD: Rowman and Littlefield.

Lesser, L. (2013). Exploring (and removing) hesitations to using (thoughtful) fun in statistics classes. Proceedings of the 2013 Joint Statistical Meetings, Section on Statistical Education (pp. 534-536). Alexandria, VA: American Statistical Association.

Robertson, W. & Lesser, L. (July 2013). Scientific skateboarding and mathematical music: Edutainment that actively engages middle school students. European Journal of Science and Mathematics Education, 1(2), 60-68. http://www.scimath.net/articles/12/123.pdf

Lesser, L.M.; Wall, A.; Carver, R.; Pearl, D.K.; Martin, N.; Kuiper, S.; Posner, M. A.; Erickson, P.; Liao, S.-M.; Albert, J.; Weber, J.J. (2013). Using fun in the statistics classroom: An exploratory study of college instructors’ hesitations and motivations. Journal of Statistics Education, 21(1), 1-33. https://www.tandfonline.com/doi/pdf/10.1080/10691898.2013.11889659?needAccess=true [a related webinar is at https://www.causeweb.org/webinar/jse/2013-08/]

Lesser, L. (Winter 2013). Jewish Pi Day: Making a secular subject more Jewish…and more engaging. The Jewish Educator: NewCAJE’s Journal of Jewish Education, 43-47. http://thejewisheducator.files.wordpress.com/2013/03/lesser1.pdf

Rubel, L., Driskill, M., & Lesser, L. (October 2012). Decennial Redistricting: Rich Mathematics in Context. Mathematics Teacher, 106(3), 206-211.

Lesser, L. (Sept. 2012). Lottery Lunacy [Media Clips]. Mathematics Teacher, 106(2), 93-94.

Lesser, L. (2011). Low-Tech, Low-Cost, High-Gain, Real-Time Assessment? It’s all in the cards, easy as ABCD! Texas Mathematics Teacher, 58(2), 18-22. https://www.utep.edu/faculty-development/Teaching-and-Learning/Additional-Tools-and-Resources/teaching-toolkit/abcd-cards-paper.pdf

Lesser, L.M., & Kephart, K. (2011). Setting the tone: A discursive case study of problem-based inquiry learning to start a graduate statistics course for in-service teachers. Journal of Statistics Education, 19(3), 1-29. https://www.tandfonline.com/doi/pdf/10.1080/10691898.2011.11889621?needAccess=true . This paper won the Scholarship of Teaching and Learning Award at the 2012 International Sun Conference on Teaching and Learning and yielded an invited national webinar archived at https://www.CAUSEweb.org/cause/webinar/activity/2012-01/ .

Lesser, L. M. (2010). Opening Intentions. The Teaching Professor, 24(9), p. 4. http://www.magnapubs.com/newsletter/issue/1223/ [TTP is the most widely-read pedagogical periodical for professors in North America; this piece was reprised in 2014 and 2018 in Faculty Focus: http://www.facultyfocus.com/articles/teaching-and-learning/opening-intentions-first-day-class/ ]

Lesser, L. M. & Glickman, Mark E. (2009). Using Magic in the Teaching of Probability and Statistics. Model Assisted Statistics and Applications, 4(4), 265-274. [the first juried comprehensive article on the use of magic in the statistics classroom] Also available online at: http://iospress.metapress.com/content/j730w4777h667125/.

Winsor, M., & Lesser, L. (2009). Mathematical Explorations: Hot Wheels. Mathematics Teaching in the Middle School, 15 (4), 239-243. [republished as the featured article of the spring 2010 Texas Mathematics Teacher]

Kosheleva, O., Lesser, L., Munter, J., & Trillo, S. (2008). Parent Power Nights: A Vehicle for Engaging Adults/Families in Learning Mathematics. Adults Learning Mathematics International Journal, 3(2b), 36-52. The issue is at http://www.alm-online.net/images/ALM/journals/almij-volume3_2_b_nov2008.pdf.

Lesser, L. & Pearl, D. (2008). Functional Fun in Statistics Teaching: Resources, Research, and Recommendations. Journal of Statistics Education, 16(3), 1-11. https://www.tandfonline.com/doi/full/10.1080/10691898.2008.11889572

Lesser, L. (2008). Even More Fun Learning Stats. STATS, 49, pp. 5-8, 19, 27. [issue is at https://www.causeweb.org/cause/archive/stats/STATS_49.pdf ]

Lesser, L. (2007). Learning Stats is FUN…with the Right Mode. STATS, 48, pp. 7-11, 21, 26-28. [issue is at https://www.causeweb.org/cause/archive/stats/STATS_48.pdf; also, see related invited webinar: https://www.CAUSEweb.org/cause/webinar/teaching/2006-04/ ]

Lesser, L. & Winsor, M. (2006). Notes from the Field: Emerging Strategies to Address Needs on the Border. Noticias de TODOS: News from TODOS Mathematics for All, 2(1), pp. 1-3.

Winsor, M., Lesser, L. Payne, L., & Grouws, D. (2006). Real-Time Traffic Data: A Vehicle for Statistical Exploration. ON-Math: Online Journal of School Mathematics, 4(1).

Lesser, L. (2005). Getting Students to Engage Conceptions as well as Content!, Proceedings of the 4^th Sun Conference on Teaching and Learning (6 pp.). El Paso, TX: University of Texas at El Paso Center for Teaching and Learning. http://sunconference.utep.edu/SunHome/2005/proceedings2005.html has the proceedings; http://cetalweb.utep.edu/sun/pastconf/2005/docs/proceedings/Engage_Conceptions.doc is the paper

Lesser, L. (2004). Slices of Pi: Rounding Up Ideas for Celebrating Pi Day. Texas Mathematics Teacher, 51(2), 6-11.

Lesser, L. (2004). Take a Chance by Exploring the Statistics in Lotteries. Statistics Teacher Network [joint publication of NCTM and ASA], No. 65, 6-7.

Lesser, L. (2003). A Whole Lotto Education! Texas Mathematics Teacher, 50(2), 12-15.

Lesser, L. (2003). Further Comments and Cautions on Using Humor [Letter responding to H. H., Friedman, L. W., and Amoo, T. (2002) “Using Humor in the Introductory Statistics Course,” JSE, 10(3)]. Journal of Statistics Education, 11 (1), https://www.tandfonline.com/doi/full/10.1080/10691898.2003.11910702

Lesser, L. (2002). Stat Song Sing-Along! STATS, 33, pp. 16-17. [to be posted at https://www.CAUSEweb.org/cause/classics/stats/issues ]

Lesser, L. (2001). Musical Means: Using Songs in Teaching Statistics, Teaching Statistics, 23(3), 81-85. [first comprehensive article on the use of song in the statistics classroom] http://www.wiley.com/bw/journal.asp?ref=0141-982x

Lesser, L. (2000). Sum of Songs: Making Mathematics Less Monotone! Mathematics Teacher, 93(5), 372-377. [first comprehensive article on the use of song in the mathematics classroom]

Lesser, L. (1997). Exploring Lotteries with Excel. Spreadsheet User, 4(2), 4-7.

2) TEACHER KNOWLEDGE [for in-service or pre-service teachers, this includes the use of multiple representations, MKT (mathematical knowledge for teaching), TPACK (technological pedagogical content knowledge), self-efficacy, etc.]

Lesser, L. (2023). Noncalculus Derivations of Least Squares Estimates [letter], Journal of Probability and Statistical Science, 21(1), 133-134.

Leigh M. Harrell-Williams, Jennifer Lovett, M. Alejandra Sorto, Rebecca L. Pierce, Lawrence M. Lesser, Hollylynne Lee, Teri J. Murphy (2019). Measuring Self-efficacy to Teach Statistics in Grades 6-12 Mathematics Teachers. In Jonathan David Bostic, Erin Krupa, & Jeff Shih (Eds.), Assessment in Mathematics Education Contexts: Theoretical Frameworks and New Directions (pp. 147-171). New York: Routledge.

Harrell-Williams, L.M.; Lovett, J.N.; Lee, H.S.; Pierce, R.L., Lesser, L.M., & Sorto, M.A. (2019). Validation of scores from the high school version of the Self-Efficacy to Teach Statistics (SETS-HS) instrument using preservice mathematics teachers. Journal of Psychoeducational Assessment, 37(2), 194–208. http://journals.sagepub.com/doi/full/10.1177/0734282917735151

Leigh M. Harrell-Williams, Jennifer Lovett, M. Alejandra Sorto, Rebecca L. Pierce, Lawrence M. Lesser, Teri J. Murphy (2018). Using the SETS Level A Items to Classify pre-service teachers’ self-efficacy to teach statistics: An application of the mixture Rasch model. [refereed contributed paper] In M.A. Sorto (Ed.), Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10, July 2018), Kyoto, Japan. https://iase-web.org/icots/10/proceedings/pdfs/ICOTS10_C220.pdf

Mocko, M., Lesser, L., Wagler, A., & Francis, W. (2017). Assessing effectiveness of mnemonics for tertiary students in a hybrid introductory statistics course. Journal of Statistics Education, 25(1), 2-11. http://tandfonline.com/doi/pdf/10.1080/10691898.2017.1294879?needAccess=true

Harrell-Williams, L.; Sorto, M.A.; Pierce, R.; Lesser, L.M., & Murphy, T.J. (2015). Identifying Statistical Concepts Associated with High and Low Levels of Self-Efficacy to Teach Statistics in Middle Grades, Journal of Statistics Education, 23(1), 1-20. http://www.amstat.org/publications/jse/v23n1/harrell-williams.pdf

Lesser, L., Wagler, A., & *Abormegah, P. (2014). Finding a happy median: Another balance representation for measures of center, Journal of Statistics Education, 22(3), 1-27. http://www.amstat.org/publications/jse/v22n3/lesser.pdf [see related webinar at https://www.causeweb.org/webinar/jse/2015-03/2015-03-18.mp4 ]

Harrell-Williams, L.; Sorto, M.A.; Pierce, R.; Lesser, L.M., Murphy, T.J. (2014). “Using the SETS Instruments to Investigate Sources of Variation in Levels of Pre-service Teacher Efficacy to Teach Statistics”. In K. Makar, B. de Sousa, & R. Gould (Eds.), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA. Voorburg, The Netherlands: International Statistical Institute. http://icots.info/9/proceedings/pdfs/ICOTS9_C270_HARRELLWILLIAMS.pdf

Harrell-Williams, L.; Sorto, M. A.; Pierce, R. L.; Lesser, L. M.; Murphy, T. J. (Feb. 2014). Validation of scores from a new measure of pre-service teachers’ self-efficacy to teach statistics in the middle grades. Journal of Psychoeducational Assessment, 32(1), 40-50. http://jpa.sagepub.com/content/32/1/40.full.pdf+html

Lesser, L. (2013). One ‘Mean’ Class. Statistics Teacher Network, no. 81, p. 20.

Lesser, L. (2013). Using context to classify variables. Teaching Statistics, 35(1), 29-31. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9639.2012.00527.x/pdf

Lesser, L. & Guthrie, J. (2012). Uncommon Connections with Common Numerators. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 22(8), 634-642. http://www.tandfonline.com/toc/upri20/current

Lesser, L. (2012). High-Speed Hypotheses! Teaching Statistics, 34(1), 10-12. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9639.2010.00447.x/abstract

Lesser, L. (2011). Letter to the Editor: Further Comments and Conceptualizations Regarding the Mean. Journal of Statistics Education, 19(3), 1-3. https://www.tandfonline.com/doi/abs/10.1080/10691898.2011.11889629

M. Alejandra Sorto, Alexander White, & Larry Lesser (2011). Understanding Student Attempts to Find a Line of Fit.Teaching Statistics, 33(2), 49-52.http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9639.2010.00458.x/pdf [translated into German and published in 2012 as “Wie finden Studierende eine Ausgleichsgerade?” Stochastik in der Schule, 32(1), 28-31.]

Lesser, L. M. (2011) Making statistics memorable: New mnemonics and motivations. Proceedings of the 2011 Joint Statistical Meetings, Section on Statistical Education (pp. 1118-1124). https://www.amstat.org/membersonly/proceedings/2011/papers/300805_65461.pdf or http://www.statlit.org/pdf/2011Lesser-JSM.pdf

Lesser, L. (2011). On the use of mnemonics for teaching statistics. Model Assisted Statistics and Applications, 6(2), 151-160. http://iospress.metapress.com/content/4110606635520345/?p=4d340e1a1f35435f85f00f5d80bdc882&pi=8

Lesser, L. (2011). Simple Datasets for Distinct Basic Summary Statistics. Teaching Statistics, 33(1), 9-11. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9639.2009.00408.x/full

M. Alejandra Sorto, Leigh M. Harrell,Rebecca L. Pierce, Teri J. Murphy, Felicity B. Enders, & Lawrence M. Lesser (2010). Experts’ Perceptions in Linking GAISE Guidelines to the Self-Efficacy to Teach Statistics Instrument. Proceedings of the 2010 Joint Statistical Meetings, Section on Statistical Education (pp. 4289-4294). Alexandria, VA: American Statistical Association.

Sorto, M. A., & Lesser, L. M. (2010). Towards Measuring Technological Pedagogical Content Knowledge in Statistics: Middle School Teachers Using Graphing Calculators. Proceedings of the 2009 IASE Satellite Conference on Next Steps in Statistics Education (8 pp.). Durban, South Africa. http://iase-web.org/documents/papers/sat2009/5_1.pdf [refereed paper, 12.5% acceptance rate]

Leigh M. Harrell, Rebecca L. Pierce, Alejandra Sorto, Teri J. Murphy, Lawrence M. Lesser, & Felicity B. Enders (2009). On the Importance and Measurement of Pre-Service Teachers’ Efficacy to Teach Statistics: Results and Lessons Learned from the Development and Testing of a GAISE-based Instrument. Proceedings of the 2009 Joint Statistical Meetings, Section on Statistical Education (pp. 3396-3403). Alexandria, VA: American Statistical Association. http://www.statlit.org/pdf/2009HarrellEtAlASA.pdf

Lesser, L. & Groth, Randall (2009). Technological Pedagogical Content Knowledge in Statistics. In Joanne Foster (Ed.), CD-ROM Proceedings of the Twentieth Annual International Conference on Technology in Collegiate Mathematics, pp. 148-152. Boston: Pearson. ISBN 0-321-64488-3 [Reprint available in the Electronic Proceedings of the 20^th Annual ICTCM: http://archives.math.utk.edu/ICTCM/i/20/S118.html]

Tchoshanov, M., Lesser, L., & Salazar, J. (2008). Teacher Knowledge and Student Achievement: Revealing Patterns. NCSM [National Council of Supervisors of Mathematics] Journal of Mathematics Education Leadership, 10(2), 38-48. The issue is at http://www.mathedleadership.org/docs/resources/journals/NCSMJournalVol10Num2.pdf. (a paper based on this article and our 6-figure TEA grant with some follow up work was published in the top-tier mathematics education research journal Educational Studies in Mathematics)

Lesser, L. (2007). Using Graphing Calculators to Do Statistics: A Pair of Problematic Pitfalls. Mathematics Teacher, 100(5), 375-378.

Lesser, L. with Rayas, L., Trujillo, G., Vargas, A., & Velankar, Y. (2006). Teachers’ Technology Class Continues Discussion of Pitfalls. Mathematics Teacher, 99(5), 340-342.

Lesser, L. & Winsor, M. (2006). Interactive Representations of the Big Six Trigonometry Functions: Connections to Geometry and Language. ON-Math: Online Journal of School Mathematics, 5(1). The issue is at http://my.nctm.org/eresources/tocgraphic.asp?journal_id=6&issue_id=798

Lesser, L. (2006). Discovering (in) the Discipline: Going Beyond Statistical Literacy to Explore What Helps Students ‘Think Like a Statistician’, Proceedings of the 2006 International Sun Conference on Teaching and Learning (9 pp.). El Paso, TX: University of Texas at El Paso Center for Teaching and Learning. http://sunconference.utep.edu/SunHome/2006/proceedings2006.html has the proceedings. http://cetalweb.utep.edu/sun/pastconf/2006/docs/proceedings/Discovering%20in%20the%20Discipline.doc is the paper

Lesser, L. & Tchoshanov, M. (2006). Evidence-Based Professional Development Partnership with Middle Schools to Improve Student Test Achievement. In Alatorre, S., Cortina, J.L., Sáiz, M. and Méndez, A. (Eds.), Proceedings of the 28^th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mérida, México: Universidad Pedagógica Nacional, Vol. 2, pp. 208-209. http://www.pmena.org/2006/cd/ASSESSMENT/ASSESSMENT-0008.pdf

Lesser, L. & Tchoshanov, M. (2006). Selecting Representations. Texas Mathematics Teacher, 53(2), 20-26.

Lesser, L. & Tchoshanov, M. (2005). The Effect of Representation and Representational Sequence on Students’ Understanding, research report. In G. M. Lloyd, M.R. Wilson, J.L.M. Wilkins, & S.L. Behm (Eds.), Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. [7 pages on CD-ROM] http://www.math.utep.edu/Faculty/lesser/pmena05.pdf

Lesser, L. (2005). Illumination through Representation: An Exploration Across the Grades. Statistics Teacher Network, No. 66, pp. 3-5. https://ww2.amstat.org/education/stn/pdfs/STN66.pdf#page=3

Lesser, L. (2005). “Theory and Practice” columns in [Association of Mathematics Teacher Educators] Connections: “Bridging the Potential Divide Between Theory and Practice” (15(1), pp. 10-11 of http://www.amte.net/drupal/AMTE_legacy/newsletter/amte_fall05.pdf) and “Mathematical Knowledge for Teaching” (14(2), pp. 8-9 of http://www.amte.net/drupal/AMTE_legacy/resources/Mar05.pdf).

Lesser, L. (2004). Comment by Lesser [on Wainer, H. and Brown, L.M. (2004), “Two Statistical Paradoxes in the Interpretation of Group Differences: Illustrated with Medical School Admission and Licensing Data”]. The American Statistician, 58(4), 362. http://www.math.utep.edu/Faculty/lesser/TASletter.pdf or http://amstat.tandfonline.com/doi/pdf/10.1198/000313004X8254

Lesser, L. (2003). Additional Analogies in Teaching Statistics [Letter responding to Martin, M. A. (2003), “‘It’s like…you know’: The Use of Analogies and Heuristics in Teaching Introductory Statistical Methods,” JSE, 11(2)]. Journal of Statistics Education, 11 (3). https://www.tandfonline.com/doi/full/10.1080/10691898.2003.11910728

Lesser, L. (2001). Enlightening the Black Box: Technology Motivating Mathematics. In Przemyslaw Bogacki, Earl D. Fife and Larry Husch (Eds.), Electronic Proceedings of the Thirteenth Annual International Conference on Technology in Collegiate Mathematics. 4pages, http://archives.math.utk.edu/ICTCM/VOL13/C010/paper.pdf

Lesser, L. (1999). Making the Black Box Transparent. Mathematics Teacher, 92(9), 780-784.

Lesser, L. (1999). The ‘Ys’ and ‘Why Nots’ of Line of Best Fit. Teaching Statistics, 21(2), 54-55. http://www.wiley.com/bw/journal.asp?ref=0141-982x

Lesser, L. (1999). Investigating the Role of Standards-Based Education in a Pre-Service Secondary Math Methods Course. In Myra L. Powers and Nancy K. Hartley (Eds.), Promoting Excellence in Teacher Preparation: Undergraduate Reforms in Mathematics and Science [juried monograph for NSF-funded Rocky Mountain Teacher Education Collaborative, also ERIC ED439089], pp. 53-64. Ft. Collins, CO: Colorado State University. http://www.eric.ed.gov/ERICWebPortal/Home.portal;jsessionid=GmLV4TLjJ29vjpM6BC0sqbBgWSYCn7drFKghsMDvbjJQXy6st0Sp!-1626766616?_nfpb=true&ERICExtSearch_SearchValue_0=ED439089&ERICExtSearch_SearchType_0=no&_pageLabel=ERICSearchResult&newSearch=true&rnd=1189529621320&searchtype=keyword

3) INTUITION [as well as misconceptions and counterintuitive examples, some of which could also be labeled a form of “engagement”]

Lesser, L. (2016). More Statistics Education Literature on Analogies [Letter to the Editor]. The American Statistician, 70(4), 434.

Lesser, L. (2013). Types of average and sampling: ‘Household words’ to dwell on. Statistics Education Web: Online Journal of K-12 Statistics Lesson Plans (pp. 1-12). [Bronze medal prize in refereed contest sponsored by American Statistical Association] http://www.amstat.org/education/stew/pdfs/TypesofAverageandSamplingHouseholdWordstoDwellOn.pdf

Lesser, L.M., & Kephart, K. (2011). Setting the tone: A discursive case study of problem-based inquiry learning to start a graduate statistics course for in-service teachers. Journal of Statistics Education, 19(3), 1-29. https://ww2.amstat.org/publications/jse/v19n3/lesser.pdf . This paper won the Scholarship of Teaching and Learning Award at the 2012 International Sun Conference on Teaching and Learning and yielded an invited national webinar archived at https://www.CAUSEweb.org/cause/webinar/activity/2012-01/ .

Lesser, L. (2010). Sizing Up Class Size: A Deeper Classroom Investigation of Central Tendency. Mathematics Teacher, 103(5), 376-380.

Lesser, L. & Melgoza, L. (2007). Simple Numbers: ANOVA Example of Facilitating Student Learning in Statistics. Teaching Statistics, 29(3), 102-105. [this paper won an international development grant award from the Teaching Statistics Trust] http://www3.interscience.wiley.com/journal/118539718/abstract

Lesser, L. (2006). Engaging the Intuition in Statistics to Motivate. Juried paper (also presented at 50^th national AP Conference) published on Advanced Placement Statistics Course Home Page at College Board AP Central. http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/50025.html

Lesser, L. (2005). Further Perspective and Counterexample to Skewness Rule of Thumb. [Letter responding to P.T. von Hippel’s “Mean, Median, and Skew: Correcting a Textbook Rule”, JSE, 13(2)]. Journal of Statistics Education, 13(3), https://www.tandfonline.com/doi/full/10.1080/10691898.2005.11910570

Lesser, L. (2002). The Role of Counterintuitive Examples [Letter responding to Sowey, E. R. (2001) “Striking Demonstrations in Teaching Statistics”, JSE, 9(1)]. Journal of Statistics Education,10 (1), https://www.tandfonline.com/doi/full/10.1080/10691898.2002.11910553

Lesser, L. (2001). Representations of Reversal: An Exploration of Simpson’s Paradox. In Albert A. Cuoco and Frances R. Curcio (Eds.), The Roles of Representation in School Mathematics, pp. 129-145 [chapter of the juried annual NCTM yearbook]. Reston, VA: National Council of Teachers of Mathematics. [listed as the second-most downloaded article in 2006, 2008, and 2009 from the premier statistics literacy website, http://www.statlit.org] http://www.statlit.org/pdf/2001LesserNCTM.pdf

Lesser, L. (1999). Exploring the Birthday Problem with Spreadsheets. Mathematics Teacher, 92(5), 407-411.

Lesser, L. (1998). Countering Indifference Using Counterintuitive Examples. Teaching Statistics, 20(1), 10-12. [article later selected by the editors for republication in Getting the Best from Teaching Statistics, a collection of the best articles from volumes 15-21: http://www.rsscse-edu.org.uk/tsj/wp-content/uploads/2011/03/lesser.pdf]; article also independently selected for translation into Italian for 1998 publication in the journal INDUZIONI demografia probabilità statistica a scuola: “Impiegare esempi controintuitivi per contrastare il disinteresse”, N. 16, pp. 87-92.]

4) CURRICULUM

issues in 2015-2016 of The Mini Page (a weekly syndicated feature in 500+ newspapers with 20 million readers) on topics of Mobius strips, math & music, and statistics polls

Lesser, L. (2013). Types of average and sampling: ‘Household words’ to dwell on. Statistics Education Web: Online Journal of K-12 Statistics Lesson Plans (pp. 1-12). [Bronze medal prize-winner in refereed contest sponsored by American Statistical Association] http://www.amstat.org/education/stew/pdfs/TypesofAverageandSamplingHouseholdWordstoDwellOn.pdf

Garfunkel, S.; Malkevitch, J.; Lesser, L. M.; Taylor, A. D.; Conrad, B. P.; Brams, S. J.; Gallian, J.; Campbell, P. J.; (2013). For All Practical Purposes (9^th ed.). New York: W. H. Freeman and Company (with COMAP: Consortium for Mathematics and its Applications). [I had sole responsibility for the four statistics chapters: pp. 147-282 in the 8^th edition and 162-323 in the 9^thedition]

Garfunkel, Solomon; Malkevitch, Joseph; Lesser, Lawrence M.; Moore, David S.; Taylor, Alan D.; Conrad, Bruce P.; Brams, Steven J.; Gallian, Joseph; Campbell, Paul J.; (2009). For All Practical Purposes 8^th ed (http://bcs.whfreeman.com/fapp8e/). New York: W. H. Freeman and Company (with COMAP: Consortium for Mathematics and its Applications). For this major revision of the 23-chapter book, I had sole responsibility for the 4 statistics chapters, pp. 149-282; this is the top-selling applied math-for-liberal-arts textbook). http://books.google.com/books?id=fdV7BOQ4I10C&pg=PP1&dq=inauthor:%22Lawrence+M.+Lesser%22&cd=1#v=onepage&q=&f=false has a preview.

Lesser, L. (2006). Discovering (in) the Discipline: Going Beyond Statistical Literacy to Explore What Helps Students ‘Think Like a Statistician’, paper for the Proceedings of the 5^th annual International SUN Conference on Teaching and Learning, The University of Texas at El Paso. https://larrylesser.com/wp-content/uploads/2022/10/Discovering-in-the-Discipline-Sun-Conference-proceedings-2006.pdf

Lesser, L. (2007 – present). Features where a real-life or mass media artifact is accompanied by classroom-ready questions, including Mathematics Teacher “Mathematical Lens” (Slippery Slopes in Sept. 2008 issue), Mathematics Teaching in the Middle School “Cartoon Corner” (A Round This Date in Time; Pizza Pi, Anyone? in March 2007), Texas Mathematics Teacher (Find the mathematics in a flower in Spring 2013), and Mathematics Teacher “Media Clips” (Stature of Salary: Raised Expectations or a Tall Tale? in Oct. 2016, Normally Speaking in Feb. 2015, Lottery Lunacy in Sept. 2012, The High School Weirdness Factor in Mar. 2010, Imperfect Storm in April 2009, Easy Angle Finder in Oct. 2008, Safe Havens graph in May 2008, Predicting Rain in Sept. 2007) and Teaching Statistics (spring 2018 “One in Ten”).

Mayes, R. & Lesser, L. (1998). ACT in Algebra: Applications, Concepts and Technology in Learning Algebra (Preliminary ed.) [college algebra textbook]. Burr Ridge, IL: McGraw-Hill. [ISBN: 0070410933] http://books.google.com/books?id=hBMNAAAACAAJ&dq=inauthor:%22Lawrence+M.+Lesser%22&cd=2

5) EQUITY [including emergent bilinguals (ELLs), diversity, ethics, social justice, ethnomathematics]

E. Villa, L. Lesser, E. Mein (accepted; expected 2023). Shifting PreCalculus from Gatekeeper to Gateway at a Hispanic-Serving Institution. In Matthew Voigt, Jess Ellis Hagman, Jessica Gehrtz, Brea Ratliff, Nathan Alexander, & Rachel Levy (Eds.), Justice through the lens of calculus: Framing new possibilities for diversity, equity, and inclusion (pp. 358-366). Washington, DC: Mathematical Association of America. preprint published November 22, 2021 at https://arxiv.org/abs/2111.11486.

Lesser, L. (Dec. 2022). “Sound Off! Staring Down Stereotypes”. Mathematics Teacher: Learning and Teaching PK–12, 115(12), 915-920. https://doi.org/10.5951/MTLT.2022.0218, augmented by Tabatha Ridenour’s summary of the July 5, 2022 MTLT Journal Club meeting (which discussed — after an intro video— my April 2014 Mathematics Teacher article)

Lesser, L. (2022). Letter to the Editor [on this article]. Statistics Education Research Journal, 21(1), 1-2. https://doi.org/10.52041/serj.v21i1.145

Monárrez, A.*, Galvan, L.*, Wagler, A., & Lesser, L. (Nov. 2018; published Feb. 7, 2019). Range of meanings: A sequential mixed methods study of how English language learners encounter assessment items on descriptive statistics. Journal of Statistics Education, 26(3), 162-173.https://www.tandfonline.com/doi/full/10.1080/10691898.2018.1511388 [related invited talk given by 1^st, 3^rd and 4^th authors for UTEP College of Education STEM-ers, April 19, 2019]

Wagler, A., & Lesser, L. (2018). Evaluation of theoretical and empirical characteristics of the Communication, Language And Statistics (CLASS) survey. Statistics Education Research Journal, 17(1), 141-164. https://iase-web.org/documents/SERJ/SERJ17(1)_Wagler.pdf

Lesser, L., Wagler, A., & Salazar, B.* (Nov. 2016). Flipping between languages? An exploratory analysis of the usage by Spanish-speaking English language learner tertiary students of a bilingual probability applet. Statistics Education Research Journal, 15(2), 145-168. http://iase-web.org/documents/SERJ/SERJ15(2)_Lesser.pdf

Lesser, L., & Wagler, A. (2016). Mathematics, statistics, and (Jewish) culture: Reflections on connections. Journal of Mathematics and Culture, 10(2), 127-156. https://journalofmathematicsandculture.files.wordpress.com/2016/09/lesser-final-august.pdf

Lesser, L. & Wagler, A. (April 2016). Tools for assessing readability of statistics teaching materials. Journal of Computers in Mathematics and Science Teaching, 35(2), 153-171. https://www.learntechlib.org/p/150682/

Lesser, L. (2016; Winter 2015-2016). Sounding off on stereotypes. Noticias de TODOS: News from TODOS Mathematics for ALL, 11(2), 1-3. http://www.todos-math.org/assets/documents/noticias/noticiasv11n2winter2015.pdf

Lesser, L. (2015). Learning language: A mathematics educator’s reflection on empathy and privilege. Teaching for Excellence and Equity in Mathematics, 6(1), 25-32.

Wagler, A., Lesser, L., González, A., & Leal, L. (2015). Assessing the lexico-grammatical characteristics of a corpus of college-level statistics textbooks: Implications for instruction and practice. The Journal of Technical Writing and Communication, 45(1), 31-56. http://jtw.sagepub.com/content/45/1/31.full.pdf+html

Wagler, A. & Lesser, L. (2014). Assessing Dimensionality of the Communication, Language And Statistics Survey: A Multi-Group Analysis with Introductory Statistics Students Near the US-Mexico Border. In K. Makar, B. de Sousa, & R. Gould (Eds.), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA. Voorburg, The Netherlands: International Statistical Institute. http://icots.info/9/proceedings/pdfs/ICOTS9_C273_WAGLER.pdf.

Lesser, L. (April 2014) Staring down stereotypes. Mathematics Teacher, 107(8), 568-571. My April 2014 Mathematics Teacher article (with introductory video) selected for July 5, 2022 MTLT Journal Club meeting, https://www.nctm.org/online-learning/Webinars/Details/617. Article will appear (augmented by summary of journal club discussion) in Mathematics Teacher: Learning and Teaching PK–12

Lesser, L., Wagler, A., Esquinca, A., & Valenzuela, M. G. (2013). Survey of native English speakers and Spanish-speaking English language learners in tertiary introductory statistics. Statistics Education Research Journal, 12(2), 6-31. http://iase-web.org/documents/SERJ/SERJ12(2)_Lesser.pdf

Lesser, L. (2013). Book review [of Mary Q. Foote (Ed.), (2010) Mathematics Teaching & Learning K-12: Equity and Professional Development.] Journal of Mathematics and Culture, 7(1), 140-141. http://nasgem.rpi.edu/files/30331 or https://journalofmathematicsandculture.files.wordpress.com/2016/05/book-review-lesser-71-1.pdf

Lesser, L. (2013). Integrating ethics with the teaching of introductory statistics: Rationale and resources. Proceedings of the 2013 Joint Statistical Meetings, Section on Statistical Education (pp. 91-95). Alexandria, VA: American Statistical Association.

Lesser, L. (2013). One ‘Mean’ Class. Statistics Teacher Network, no. 81, p. 20. https://ww2.amstat.org/education/stn/pdfs/STN81.pdf#page=20

Lesser, L. (April 2013). Cultivating empathy for English language learners in mathematics: A reflection. Notices of the North American Study Group on Ethnomathematics, 6(1), 3-9. http://nasgem.rpi.edu/files/30203

Lesser, L. (2013). Letter to the Editor: The odds of academic usage of statistics terms in everyday contexts such as lotteries. Journal of Statistics Education, 21(1), 1-5. https://www.tandfonline.com/doi/abs/10.1080/10691898.2013.11889670

Lesser, L. (2012). Comment by Lesser [on Hurwitz, S. and Gardenier, J. S. (2012), “Ethical Guidelines for Statistical Practice: The First 60 Years and Beyond,” The American Statistician, 66(2), 99-103], The American Statistician, 66(4), 243.

Wagler, A. E., and Lesser, L. M. (2011). Teaching statistics to culturally and linguistically diverse students. Proceedings of the 2011 Joint Statistical Meetings, Section on Statistical Education (pp. 821-830). https://www.amstat.org/membersonly/proceedings/2011/papers/300678_65313.pdf or http://www.statlit.org/pdf/2011Wagler-Lesser-JSM.pdf

Lesser, L. (2011). Supporting Learners of Varying Levels of English Proficiency. Statistics Teacher Network, 77, 2-5. https://ww2.amstat.org/education/stn/pdfs/stn77.pdf#page=2

Lesser, L. (2010; 6-page paper was invited as well as refereed). Equity and the increasingly diverse tertiary student population: challenges and opportunities in statistics education. In C. Reading (Ed.), Data and context in statistics education: Towards an evidence-based society. Proceedings of the Eighth International Conference on Teaching Statistics, Ljubljana, Slovenia. Voorburg, The Netherlands: International Statistical Institute. http://iase-web.org/documents/papers/icots8/ICOTS8_3G3_LESSER.pdf

Lesser, L. (2010). The Necessity of Equity in Teaching Statistics. Philosophy of Mathematics Education Journal, no. 25. http://people.exeter.ac.uk/PErnest/pome25/index.html, 8 pp.

Lesser, L. (2010). An Ethnomathematics Spin on Statistics Class. Notices of the North American Study Group in Ethnomathematics (NASGEm News), 3(2), 5-6. https://nasgem.files.wordpress.com/2017/07/nasgem-newsletter-32-june-2010.pdf#page=5

Lesser, L., & Winsor, M. (2009). English Language Learners in Introductory Statistics: Lessons Learned from an Exploratory Case Study of Two Pre-Service Teachers. Statistics Education Research Journal, 8(2), 5-32. [the first research paper specifically on ELLs in statistics education] http://iase-web.org/documents/SERJ/SERJ8(2)_Lesser_Winsor.pdf or https://doi.org/10.52041/serj.v8i2.393

Lesser, L. (2009). Equity, Social Justice, and the Mission of TODOS: Connections and Motivations. Teaching for Excellence and Equity in Mathematics, 1(1), 22-27. http://www.todos-math.org/mc/page.do?sitePageId=53246&orgId=toma. A virtually-final version of the article is at http://www.math.utep.edu/Faculty/lesser/TEEM2009LesserArticle.pdf. [this is an enhanced version of my piece in the fall 2008 Noticias de TODOS: News from TODOS Mathematics for All, 4(2), 7-9.]

Lesser, L. (2009). Social Justice, Gender Equity, and Service Learning in Statistics Education: Lessons Learned from the DOE-Funded Project ACE (ACtion for Equity). Proceedings of the 2008 Joint Statistical Meetings, Section on Statistical Education, pp. 424-431. Alexandria, VA: American Statistical Association. [ISBN: 978-0-9791747-5-9] https://www.amstat.org/membersonly/proceedings/papers/300471.pdf or https://larrylesser.com/wp-content/uploads/2020/09/JSM2008proceedingsLesser.pdf

Lesser, L. (2008). Reunion of Broken Parts: Experiencing Diversity in Algebra. In Portia C. Elliott and Cynthia M. Elliott Garnett (Eds.), Getting into the mathematics conversation: Valuing communication in mathematics classrooms (pp. 99-107). Reston, VA: National Council of Teachers of Mathematics. [competitively selected republication of paper from January 2000 Mathematics Teacher, 93(1), 62-67, http://www.nctm.org/eresources/article_summary.asp?URI=MT2000-01-62a&from=B, which in turn yielded my appearance as the featured guest on show #123 of “Math Medley”, an hour-long talk-radio call-in show and a spin-off activity published in the Fall 2007 issue of Teaching Tolerance (No. 32, p. 15) called Using ‘Objects’ to Object to Objectification.]

Lesser, L. (2007). Critical Values and Transforming Data: Teaching Statistics with Social Justice. Journal of Statistics Education, 15(1), 1-21. https://ww2.amstat.org/publications/jse/v15n1/lesser.pdf (also, see related invited national webinars at https://www.CAUSEweb.org/cause/webinar/teaching/2007-07/ and http://magazine.amstat.org/videos/education_webinars/UsingSocialJusticeExamples.wmv; this paper was also selected for a 9-organization international 2016-17 webinar/readings series on equity and social justice in mathematics education: https://drive.google.com/file/d/0B2DzSqr8u5GeYlUtdnpvZHNZXzA/view ]

Lesser, L. (2006). Book of Numbers: Exploring Jewish Mathematics and Culture at a Jewish High School. Journal of Mathematics and Culture, 1(1), 8-31. [first juried comprehensive article on Jewish culturally relevant mathematics] https://journalofmathematicsandculture.files.wordpress.com/2016/05/exploring-jewish-mathematics.pdf

Lesser, L. & Blake, S. (2006). Mathematical Power: Exploring Critical Pedagogy in Mathematics and Statistics. Refereed chapter in C. Rossatto, R.L. Allen, M. Pruyn (Eds.) Re-inventing Critical Pedagogy: Widening the Circle of Anti-Oppression Education, pp. 159-173. New York: Rowman & Littlefield. ISBN 0-7425-3887-7; 0-7425-3888-5. This particular chapter received the highest and most specific critical praise in a review of the whole book in the June 2007 issue of Choice. Also, a version of this paper was independently selected with permission for publication in the May 2007 J. for Critical Education Policy Studies: http://www.jceps.com/index.php?pageID=article&articleID=94

Lesser, L. (2006). Critical Values: Connecting Ethics, Service Learning, and Social Justice to Lift Our World. Proceedings of the 2005 Joint Statistical Meetings, Section on Statistical Education [pp. 2269-2271 in CD-ROM]. Alexandria, VA: American Statistical Association. http://www.amstat.org/committees/ethics/linksdir/Jsm2005Lesser.pdf or http://www.statlit.org/PDF/2005LesserASA.pdf

Lesser, L. & Nordenhaug, E. (2004). Ethical Statistics and Statistical Ethics: Making an Interdisciplinary Module, Journal of Statistics Education, 12(3),http://www.amstat.org/publications/jse/v12n3/lesser.html. [first juried comprehensive article on philosophical ethics and statistics education]

Lesser, L. (2002). Ethical Statistics and Statistical Ethics: The Experience of Creating an Interdisciplinary Module. Proceedings of the 2001Joint Statistical Meetings, Section on Statistical Education [5 pages in CD-ROM]. Alexandria, VA: American Statistical Association. http://www.amstat.org/committees/ethics/linksdir/Jsm2001Lesser.pdf

MISCELLANEOUS

Lesser, L. (July 2013). Learning about learning: Moving beyond a teacher-centered approach. International Journal for the Scholarship of Teaching and Learning, 7(2), 1-2. http://w3.georgiasouthern.edu/ijsotl/v7n2/readers_response/LesserResponse/index.html

Lesser, L. (2013). Poetic Reactions. Journal of Humanistic Mathematics, 3(1), 156-161. http://scholarship.claremont.edu/jhm/vol3/iss1/13/

Lesser, L. (2010). Confounded. The Mathematical Intelligencer, 32(4), 53. (the print issue appeared Dec. 2010 and since Feb. 2010, it’s been online at http://www.springerlink.com/content/387514r978586377/fulltext.pdf)

Lesser, L. (2009). Denominator. Journal of the Association of Mexican American Educators, 3(1), 60-61. (issue is also electronically posted at http://amaejournal.asu.edu/index.php/amae/issue/view/11)

Lesser, L. (2008). Update on Texas College Readiness Standards in Mathematics, P-16 Initiatives, 1(2), 1-2. http://www.thecb.state.tx.us/CollegeReadiness/Newsletters/Lesser_1_2.pdf

Lesser, L. & Linda Gann (2008). Texas College Readiness Standards in Mathematics. Texas Mathematics Teacher, 55(2), 15. http://www.tctmonline.org/TMT_archive/TMT_2000s/TMT_2008_Fall.pdfhas the full issue.

Lesser, L. (2007). Teaching Time Savers: Modular Curriculum Files. MAA Focus, 27(7), 5. The issue is at http://www.maa.org/pubs/october07web.pdf [column is also at MAAOnline:http://www.maa.org/features/102007timesavers.html]

Garfield, J., Zieffler, A., delMas, R., Chance, B., Hilton, S., & Lesser, L. (2007). Practical Issues in Conducting Statistics Education Research. 2006 Proceedings of the American Statistical Association, Section on Statistical Education, pp. 2295-2297. Alexandria, VA: ASA. https://www.causeweb.org/cause/archive/research/gettingstarted/JSM%202006%20panel%20paper.pdf

Lesser, L. (2005 – present). Mathematics outreach radio scripts (5 so far) written for the Centennial Museum’s Desert Diary program, aired on KTEP 88.5 FM, and archived at http://museum2.utep.edu/archive/math/indexmath.htm.

Blake, S. & Lesser, L. (2006). Exploring the Relationship Between Academic Self-Efficacy and Middle School Students’ Performance on a High-Stakes Mathematics Test. In Alatorre, S., Cortina, J. L., Sáiz, M. and Méndez, A. (Eds.), Proceedings of the 28^th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mérida, México: Universidad Pedagógica Nacional, Vol. 2, pp. 655-656. http://www.pmena.org/2006/cd/TEACHER%20EDUCATION%20-INSERVICE/TEACHER%20EDUCATION%20-INSERVICE-0010.pdf

Lesser, L. (2001). Discussion of Jim Banning Presentation “Using Photographs as Qualitative Data to Promote Organizational Change: An Interpretivist View”. (second author: K. Fahey). In K. Fahey, J. Richter, L. Lesser, D. Schnelker, and S. Omdal (Eds.), Transitions in Qualitative Inquiry: Preparing for a New Century of Research: Proceedings of 1998-1999 Qualitative Research Seminar Series at University of Northern Colorado, pp. 27-30. College Park, MD: ERIC Clearinghouse on Assessment and Evaluation (ED 445086).http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED445086&ERICExtSearch_SearchType_0=eric_accno&accno=ED445086

Lesser, L. (1999). Technology, Standards and Statistics: Lessons Learned from ETIP [Educational Technology Improvement Project]. In Gail Goodell (Ed.), Proceedings of the Tenth Annual International Conference on Technology in Collegiate Mathematics, pp. 260-262. Reading, MA: Addison Wesley Longman.

Lesser, L. (1998). Technology-Rich Standards-Based Statistics: Improving Introductory Statistics at the College Level. Technological Horizons in Education Journal, 25(7), 54-57. http://thejournal.com/Articles/1998/02/01/TechnologyRich-StandardsBased-Statistics-Improving-Introductory-Statistics-at-the-College-Level.aspx

Lesser, L. (1998). Richard Von Mises. In Donald R. Franceschetti (Ed.), Biographical Encyclopedia of Mathematicians, pp. 371-374. New York: Marshall Cavendish Corp.

My 150+ presentations at national/international conferences include the International Conference on Teaching Statistics, the United States Conference on Teaching Statistics, International Conference on Technology in Collegiate Mathematics, National Council of Teachers of Mathematics, Mathematical Association of America (winter & summer meetings), North American chapter of the International Group for the Psychology of Mathematics Education, Association for Research in Undergraduate Mathematics Education, Joint Statistical Meetings (American Statistical Association), International Conference on Education, Labor & Emancipation, Conference on Math Education and Social Justice, Lineae Terrarum: International Borders Conference, Association of Mathematics Teacher Educators, National Council of Supervisors of Mathematics, Working Class/Poverty Class Academics Conference, the Sun Conference on Teaching and Learning, the Advanced Placement Conference, Research Council on Mathematics Learning, and the National Council of Teachers of Mathematics Research Presession. The most exotic place I’ve presented was probably Marrakesh, Morocco, where my 1994 ICOTS talk was translated in real time over headphones into French (a runner-up was when I gave an invited paper at 2010 ICOTS in Slovenia). I have given invited featured presentations at national meetings (e.g., the Opening Banquet speaker for Mathematical Association of America’s MathFest 2008, which yielded a standing ovation from its 385 attendees) as well as at numerous local and regional meetings (e.g., the opening plenary session for an SRO audience of 800 at the 2009 NCTM Regional Conference in Nashville). I’ve given 50+ presentations (including 9 plenary/keynote talks) at regional/statewide conferences (including United States Conference on Teaching Statistics, Western Statistics Teachers’ Conference, Georgia Mathematics Conference, California Mathematics Council Community Colleges South, Regional National Council of Teachers of Mathematics conferences, Conference for the Advancement of Mathematics Teaching, Bilingual Educators Emphasizing and Mastering Standards conference, Mathematical Association of America, and Teachers Teaching with Technology, and the Charles A. Dana Center’s Annual Mathematics and Science Higher Education Conference). I have also given invited talks at schools and universities in over a dozen states and overseas (e.g., the Technion in Haifa, Israel). During my time at AASU, I also gave several university-wide presentations (e.g., President’s Symposium on Teaching and Learning, Robert Ingram Strozier Faculty Lecture Series, Scholarship of Teaching RoundTable, Women’s Studies Conference). Overall, my presentations have spanned many areas/topics, including: mentoring new teachers, education outreach, mathematics and music/song, mathematics/statistics and philosophy (including ethics), mathematics history, multiculturalism/diversity/gender equity, using the Internet, using mass media, standards-based mathematics and technology, assessment, goals of statistics education, algebraic reasoning in statistics, line of fit, student-collected data, capture/recapture methods, mathematics and science connections, careers in statistics, constructivism, misconceptions, counterintuitive examples, collaborative learning, qualitative research, algebra reform, conceptual understanding of functions, and multiple representations.