Sapkota, B. & Huffman, A. (2024). Preservice teachers’ mathematical knowledge for teaching: Focus on lesson planning and reflection. School, Science, and Mathematics, 1-17. https://doi.org/10.1111/ssm.12644
Sapkota, B. & Bondurant, L. (2024). Assessing concept, procedures, and cognitive demand of ChatGPT-generated mathematical tasks on fraction multiplication. International Journal of Technology in Education, 7(2), 218-238. https://doi.org/10.46328/ijte.677
Sapkota, B. and Max, B. (2024). Secondary Preservice Teachers’ Mathematical Knowledge for Teaching: Focus on Reflective Practices. Investigations in Mathematics Learning. https://doi.org/10.1080/19477503.2024.2373653
Sapkota, B. (2024). Investigating preservice teachers’ conceptualizations of mathematical knowledge for teaching through video analysis activities. International Journal of Science, Mathematics, and Technology in Education, 12(4), 836-860. https://doi.org/10.46328/ijemst.3930
Sapkota, B. and Max, B. (2023). A conceptual synthesis on approximations of practice in mathematics teacher education. Research in Mathematics Education, 1-27. https://doi.org/10.1080/14794802.2023.2207088
Sapkota, B. (2022). Preservice teachers’ conceptualizations of mathematical tasks. The Mathematics Educator, 30(2), 3-32. https://files.eric.ed.gov/fulltext/EJ1339807.pdf
Zhou, L., Suazo Flores, E. S., Sapkota, B., Mbewe, R., & Newton, J. (Accepted). Image of mathematics in- and out-of-school: A case study of two original participants in girls excelling in math and science (GEMS). School, Science, and Mathematics.
Baniahmadi, M., Olson, A.M., Wood, M. B., Doherty, K., Newton, J., Drake, C., & Sapkota, B. (2021). Curriculum Resources and Decision-making: Findings from a National Survey of Elementary Mathematics Teachers. Association of Mathematics Teacher Educators (AMTE) Connections Journal, 31(2). https://amte.net/connections/2021/12/curriculum-resources-and-decision-making-findings-national-survey-elementary
Berryhill, A., Chandler, L., Bondurant, L., & Sapkota, B. (2024). Using ChatGPT as a thought-partner in lesson planning. Association of Mathematics Teacher Educators (AMTE) Connections, 33(3). https://www.amte.net/connections
Samarapungavan, A., Bryan, L. A., Carolyn, S., Sapkota, B., Ediss, B., Will, H., & Broadhead, J. (2022). Using technology-mediated inquiry to help young learners reimagine the visible world through simple particle models. Journal of Research in Science Education. https://doi.org/10.1002/tea.21802
Sapkota, B., Luo, X., Sapkota, M., Akarsu, M., Deogratias, E., Fauber, D., Mbewe, R., Mumba, F., Panthi, R., Newton, J., & Phillion, J. (2024). Exploring international educators’ learning about local and social justice in a virtual community of practice. In A. Slapac & C. Huertas-Abril (Eds.), Encouraging transnational learning through telecollaboration in global teacher education (pp. 45-78). IGI Global. http://dx.doi.org/10.4018/978-1-6684-7813-4
Sapkota, B., Doherty, K., Baniahmadi, M., Jiang, N., Hendrickson, L., Fulwider, D., Olson, A. M., Wood, M. B., & Newton, J. A. (In press). Opportunities and challenges in surveying and interviewing elementary teachers about their mathematics curricular use. In D. R. Thompson, M. A. Huntley, & C. Suurtamm (Eds.), Lessons learned from research on mathematics curriculum. Information Age Publishing.
Sapkota, B., Zhou, L., Mbewe, R., Newton, J., & Phillion, J. (2022). Fostering pre-service teachers’ intercultural competencies through global cross-cultural collaborations. In C. Ullom & N. Guler (Eds.), At school in the world: Developing globally engaged teachers (pp. 212-237). Rowman & Littlefield Publishing.
Zhou, L., Sapkota, B., Mbewe, R., Newton, J., Phillion, J. (2022). Global social justice in education: Developing a virtual intercultural community of practice. In T. Huber & J. G. O’Meara (Eds.), Teacher education at the edge: Expanding access & exploring frontiers (Vol. 1, pp. 63-101). Information Age Publishing.
Sapkota, B., Lee, C. W., Bondurant, L., & Howell, H. (2023). Approximations of practice and equity: Surveying the spaces. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol 2, pp. 608-610). University of Nevada.
Sapkota, B., Doherty, K., Wood, M. B., & Newton, J. (2023). Elementary teachers’ use of mathematics curricular materials: Focus on Teachers Pay Teachers and Pinterest. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North
Berryhill, A., Chandler, L., Bondurant, L., & Sapkota, B. (2023). Using ChatGPT as a thought-partner in lesson planning. In T. Lamberg & D. Moss (Eds.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol 1, pp. 867-874). University of Nevada. Sapkota, B., Bondurant, L., & Mbewe, R. (Accepted). A conceptual synthesis on approximations of practice in mathematics teacher education. Paper to be presented at the 2024 American Educational Research Association (AERA) Annual Meeting, Chicago, IL. Sapkota, B. (Accepted). Investigating preservice teachers’ mathematical knowledge for teaching: Focus on lesson planning and reflection. Paper to be presented at the 2024 National Council of Teachers of Mathematics (NCTM) Annual Meeting, Denver, CO. Baniahmadi, M., Sapkota, B., & Newton, J. (In press). Curriculum resources and decision-making in mathematics teaching: Findings from a national survey. Paper to be presented at the 2024 Association of Mathematics Teacher Educators (AMTE) Annual Conference, San Diego, CA. Sapkota, B. & Zhou, L. (In press). Global social justice in education: Developing intercultural competencies through virtual collaborations. Paper to be presented at the 2024 International Society for Research in Education and Development (ISRED) Conference, Lisbon, Portugal.d. Conference Presentations (Accepted/In Press)