Faculty Profile for Elizabeth Wrightsman

Selected Scholarly/Creative Work

• Ellis, B. M., & Wrightsman, E. (n.d.). A counterstory of a Black girl’s forms of resilience in a standards-based mathematics classroom. Journal of Urban Mathematics Education.
• Melhuish, K. M., Wrightsman, E. M., Weber, K., & Guajardo, L. R. (n.d.). A Preliminary Investigation of the Language of Proof in Mathematical Textbooks. In RUME.
• Wrightsman, E. M., Swartz, M. A., & Warshauer, H. K. (2023). Hints as Scaffolds to Build Students’ Problem-Solving Skills. Texas Mathematics Teacher, LXIX(2).
• Wrightsman, E. M., & Patterson, C. L. (2023). Inservice secondary teachers’ beliefs about deductive discourse for equation solving.
• Melhuish, K. M., White, A., Strickland, S. K., & Wrightsman, E. M. (2022). Exploring the Relationship Between Qualitative Lesson Scores and Quantitative Qualities of Individual Codes. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (2022). Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University (pp. 1832–1840).