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