Jacobson, E. (2017). Field experience and prospective teachers’ mathematical knowledge and beliefs. *Journal for Research in Mathematics Education 48*(2):148

Jacobson, E., Remillard, J. T., Hoover, M., & Aaron, W. (2016). The interaction between measure design and construct development: Building validity arguments. In A. Izsák, J. T. Remillard, & J. Templin (Eds.), *Psychometric methods in mathematics education: Opportunities, challenges, and interdisciplinary collaborations* (pp. 155–173). Journal for Research in Mathematics Education Monograph Series No. 15. Reston, VA: National Council of Teachers of Mathematics.

Creager, M., Jacobson, E., & Ayedeniz, F. (2016). Hypothesizing pedagogue blind spot: Can pedagogical concerns ellipse mathematical knowledge for teaching? *For the Learning of Mathematics, 36*(2), 2–7.

Jacobson, E. & Borowski, R. (2016). Examining the relationship between certification path and teaching self-efficacy. In Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (Eds.), *Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics* *Education*. p. 367–370. Tucson, AZ: The University of Arizona.

Jacobson, E. & Izsák, A. (2015). Knowledge and motivation as mediators in mathematics teaching practice: The case of drawn models for fraction arithmetic. *Journal of Mathematics Teacher Education,* 18, 467–488.

Jacobson, E., Creager, M., & Ayedeniz, F. (2015). Maintaining quantitative coherence: Preservice elementary teachers explanations using concrete representations. In Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.). (2015). Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, p. 904–907. East Lansing, MI: Michigan State University.

Jacobson, E. (2014). The role of experience in the development of mathematical knowledge for teaching*.* In Oesterle, S., Nicol, C., Liljedahl, P., & Allan, D. (Eds.) *Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 6*, p. 113. Vancouver, Canada: PME.

Jacobson, E. (2014). Developing knowledge for teaching from experience: Mathematics teaching and professional development. In J. Orchard and V. Ellis (Eds.) *Learning teaching from experience: Multiple perspectives, international contexts*, pp. 225–240. London, UK: Bloomsbury.

Jacobson, E. (2013). The timing of teaching practice: Teacher knowledge and the case for children’s mathematical thinking*.* In Martinez, M. & Castro Superfine, A. (Eds.). *Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education,* p. 621–628. Chicago, IL: University of Illinois at Chicago.