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Dorko, A. & Speer, N. (2015). Deepening Students’ Understanding of Area and Volume by Focusing on Units and Arrays, Journal of the California Mathematics Project, Vo. 7, 7-14.

Bragdon, D., Pandiscio, E., & Speer, N. (to appear, 2017). University Students’ Graph Interpretation and Comprehension Abilities, Investigations in Mathematics Learning.

Hauk, S., Speer, N. M., Kung, D., Tsay, J.-J., & Hsu, E. (Eds.) (2015). Video Cases for College Mathematics Instructor Professional Development.

Deshler, J., Hauk, S., & Speer, N. (June/July, 2015). Mathematics Graduate Students: Teaching Assistants (TAs) and Professional Development for Teaching in the U.S., Notices of the American Mathematics Society, 62(6), 638-643.

Dorko, A. & Speer, N. (2015). Calculus students’ understanding of area and volume units. Investigations in Mathematics Learning, 8(1), 23-46.

Speer, N., King, K. & Howell, H. (2014). Definitions of mathematical knowledge for teaching: Using these constructs in research on secondary and college mathematics teachers, Journal of Mathematics Teacher Education, 18(2), 105-122.

Dorko, A. & Speer, N. (2014). Calculus students’ understanding of volume. Investigations in Mathematics Learning, 6(2), 48-68.

Kung, D. & Speer, N. (2013). Do they really get it? Evaluating evidence of student understanding of power series, PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23:5, 419-433, DOI: 10.1080/10511970.2012.736122.

Speer, N., Smith, J., & Horvath, A. (2010). Collegiate mathematics teaching: An unexamined practice, Journal of Mathematical Behavior, 29(2), 99-114. (PDF)

Speer, N. & Wagner, J. (2009). Knowledge needed by a teacher to provide analytic scaffolding during undergraduate mathematics classroom discussions, Journal for Research in Mathematics Education, 40(5), 530-565. (PDF)

Kung, D. & Speer, N. (2009). Teaching assistants learning to teach: Recasting early teaching experiences as rich learning opportunities, Studies in Graduate and Professional Student Development, 12, 133-152. (PDF)

Speer, N, Gutmann, T., & Murphy, T. J. (2009). Educational research on mathematics graduate student teaching assistants: A decade of substantial progress, Studies in Graduate and Professional Student Development, 12, 1-10. (PDF)

Speer, N. (2008). Collections of beliefs and their relationship to mathematics teachers’ instructional practices, Cognition and Instruction, 26, 218-267. (PDF)

Speer, N., & Hald, O. (2008). How do mathematicians learn to teach? Implications from research on teachers and teaching for graduate student professional development. In M. Carlson and C. Rasmussen (Eds.), Making the Connection: Research to Practice in Undergraduate Mathematics Education (pp. 305-318). Washington: Mathematical Association of America. (PDF)

Wagner, J., Speer, N., & Rossa, B. (2007). Beyond mathematical content knowledge: A mathematician’s knowledge needed for teaching an inquiry-oriented differential equations course. Journal of Mathematical Behavior, 26, 247-266. (PDF)

Speer, N. (2005). Issues of methods and theory in the study of mathematics teachers’ professed and attributed beliefs. Educational Studies in Mathematics, 58(3), 361 – 391. (PDF)

Speer, N, Gutmann, T., & Murphy, T. J. (2005). Mathematics teaching assistant preparation and development. College Teaching, 53(2), 75-80. (PDF)

Speer, N. (2004). Meeting the changing needs of mathematics graduate student teaching assistants: The evolution of professional development activities for instruction using collaborative groups. Journal of Faculty Development, 20(1).

Robert, A. & Speer, N. (2001). Research on the teaching and learning of calculus/elementary analysis. In Holton, D. (Ed.) The Teaching and Learning of Mathematics at University Level: An ICMI Study (Vol. 7, p.283-299).  Dordrecht & Boston: Kluwer Academic Publishers. (PDF)