Publications

        Books
  1. Kennedy, N. S. & Marsal, E. (2022). Dialogical Inquiry in the Mathematics Teaching and Learning: A Philosophical Approach. Lit Verlag. ISBN: 978-3-643-91514-6
  2. Chang – Wathall, J., Forrest, J., Doering, S., Harris, D., Kennedy, N. S., Waldman, P., (2022).  Matemáticas IB: Aplicaciones e Interpretación, Nivel Medio, Paquete de Libro Impreso y Digital. Oxford University Press. ISBN: 978-1382032513.
  3. Chang – Wathall, J., Forrest, J., Doering, S., Harris, D., Kennedy, N. S., Waldman, P., (2022).  Matemáticas IB: Aplicaciones e Interpretación, Nivel Medio, Libro Digital Ampliado. Oxford University Press. ISBN: 978-1382032520.
  4. Chang – Wathall, J., Forrest, J., Doering, S., Harris, D., Kennedy, N. S., Waldman, P., (2019). Mathematics: Applications and interpretation, Standard Level. Oxford University Press.
  5. Chang-Wathall, Doering, S., Economopolous, , Halsey, T., Grey, P., Harris, D., Kennedy, N. S. Ortman, M., Singh, N. (2019). Mathematics: Applications and interpretation Higher Level. Oxford University Press. (Authors listed in alphabetical order).
  6. Gundlah-Downborn, M., Forrest, J., Kennedy, N. S., Waldman de Tokman, P. (2009).Mathematical Studies, Standard Level. (Authored with Merryn Gundlah-Downborn, Jane Forrest, and Paula Waldman de Tokman). Cardiff: International Baccalaureate, 2009. (Authors listed in alphabetical order)
      Guest Edited Journals
  1. Guest Editor, Kennedy, N.S. Analytic Teaching and Philosophical Praxis, Special Issue, Philosophical Inquiry in Mathematics Teaching and Learning, 34, (2013).
       Refereed Journal Articles
  1. Han, S., Kennedy, N. S., Samaroo, D. & Duttagupta, U. (2023). Programmatic Strategies to Engage and Support Undergraduate Women in Applied Mathematics and Computer Science. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, DOI: 10.1080/10511970.2023.2241461.
  2. Kennedy, N. S. (2022).  New Approaches to Peer-led Team Learning Leader Training: Borrowing from Teacher Education Research. Advancement in Peer-Leading Journal, 2, pp. 72-95. Online at https://doi.org/10.54935/apll2022-01-06-72
  3. Kennedy, N. S., Masuda, A. (2021). Exploring new PLTL modalities, forging new alliances. Advancement in Peer-Leading Journal, 1(1), pp. 44-54.
  4. Kennedy, N. S. (2020). Philosophical inquiry for critical mathematics education.  Mathematics Teaching Research Journal, Special Issue on Philosophy of Mathematics Education, vol. 12(1), 225-234.
  5.  Kennedy, N. S. (2017). Towards a wider perspective: Opening a philosophical space in the mathematics curriculum. In Paul Ernest, (Ed.), Philosophy of Mathematics Education Today, Springer.
  6. Kennedy, N. S. (2016). Opening a philosophical space in the mathematics curriculum. Philosophy of Mathematics Education Journal, 31, (November).
  7. Kennedy, N. S. (2012). Math habitus, the structuring of mathematical classroom practices, and possibilities for transformation. Childhood and Philosophy, 8:16, (July-December), 421-441.
  8. Kennedy, N. S. (2012). Community of inquiry as a complex communicative system. Analytic Teaching, 33:1, 13-18.
  9. Kennedy, N. S. (2012). Uncovering and analyzing implicit assumptions in mathematics class. Diotime: International Journal of Philosophy Education, 54.
  10. Kennedy, N. S. (2012). Lipman, Dewey, and philosophical inquiry in the mathematics classroom. Education and Culture, 28:2, 81-94.
  11. Kennedy, N. S. (2012). What are you assuming? Mathematics Teaching in the Middle School, 18:2, (September), 86-91.
  12. Kennedy, N. S., Kennedy, D. (2011). Community of philosophical inquiry as a discursive structure, and its role in school curriculum design. Journal of Philosophy of Education, 45:2, (May), pp. 265-83. (N.S. Kennedy is primary author).
  13. Kennedy, N. S., Kennedy, D. (2010). Between chaos and entropy:  Community of inquiry from a systems perspective. Complicity: An International Journal of Complexity and Education, 7: 2, (July), 1-15.  (N.S. Kennedy is primary author).
  14. Kennedy, N. S. (2009). Towards a dialogical pedagogy: Some characteristics of a community of mathematical inquiry. Eurasia International Journal of Mathematics, Science, and Technology Education, 5:1, 71-78.
  15. Kennedy, N. S. (2009). Wolf, goat, and cabbage: An analysis of students’ roles and cognitive and metacognitive behaviors in small group collaborative problem-solving. Analytic Teaching, 28:1, 39-52.
  16. Kennedy, N. S. (2007). From philosophical to mathematical inquiry in the classroom. Childhood and Philosophy, 3: 6, 1-16.
  17. Kennedy, N. S. (2006). Paradox and learning: Implications for communal mathematical inquiry with paradoxes. Childhood and Philosophy, 2:4, 1-26.
  18. Kennedy, N. S. (2005). Reasoning with paradoxes in a community of mathematical inquiry: An exploration toward multidimensional reasoning. Analytic Teaching, 25:3, 59-70.
  19. Kennedy, N. S. (2005). Questioning the finite and the infinite. Questions: Philosophy for Young People, 5, (Summer), 14-15.
  20. Kennedy, N. S. (2005). Inquiring together into the Liar Paradox. Thinking, 17:4, 47-50.
    Refereed Book Chapters
  21. Kennedy, N. S. (2023). Reflective knowing in the mathematics classroom: The potential of philosophical inquiry for Critical Mathematics Education. In M. A. Viggiani Bicudo, B. Czarnocha, M. Rosa, M. Marciniak Ongoing Advancements in Philosophy of Mathematics Education, pp. 293-303. Springer.
  22. Kennedy, N. S., Wilcox, J. (2023). Prospective Mathematics Teachers’ Decision Making in Lesson Study. In S. Dotger, G. Matney, J. Heckathorn, K. Chandler-Olcott, M. Fox (Eds.), Lesson Study in Preservice Mathematics and Science Teacher Education: Experiences and Perspectives from the United States, pp. 24-33, Routledge.
  23. Reznitskaya, A., Kennedy, N. S.(forthcoming in 2024). Lipman’s ‘great experiment’: From early theoretical influences to contemporary educational research and practice, In M. Gregory & M. Laverty (Eds.), Mathew Lipman and the Educational Role of Philosophy. Routledge.
  24. Kennedy, N. S., Kostadinov, B., Masuda, A. (forthcoming in 2024). Estimating the area of a lung nodule from an x-ray Image. In E. Donovan, L. Hoots, & L. Wiglesworth (Eds.), Cross-Curricular Applications for Pure Mathematics Courses. MAA.
  25. Kennedy, N.S., & Marsal, E. (2022). Introduction: Why a philosophical approach to mathematics education matters. In N.S. Kennedy and E. Marsal (Eds.), Dialogical Inquiry in the Mathematics Teaching and Learning: A Philosophical Approach, pp. 1-10. LIT Verlag. (first author)
  26. Kennedy, N.S. (2022). Landscapes of philosophical inquiry in the Mathematical classroom. In N.S. Kennedy and E. Marsal (Eds.), Dialogical Inquiry in the Mathematics Teaching and Learning: A Philosophical Approach, pp. 161-180. LIT Verlag.
  27. Kennedy, N.S. (2021). Diversity in community of inquiry: Using a complexity lens to understand and leverage diversity. (Diversidade na Comunidade de Investigação: uma lente complexa para comprender e potenciar a diversidade”). In Magda Costa Carvalho Teixeira (Ed.). The Meeting of Childhood and Philosophy (A-riscar o Pensamento). Letras Levadas. (In Portugese).
  28. Kennedy, N.S. (2021). Dialogical self and shifting mathematical identity.” In Hubert Hermans, Carles Monereo, Crista Weise (Eds.), Dialogicality: Personal, local and planetary dialogue in education, health citizenship and research. ISDS.
  29. Kennedy, N.S., Kennedy, D. (2013). Philosophical dialogue across the school curriculum: The case of mathematics. In M. Glina, (Ed.), Philosophy for, with, and of children. Cambridge Scholars Publishing, pp. 1-19. (N.S. Kennedy is primary author).
  30. Kennedy, N.S. (2013). Community of inquiry as a communicative system: Respecting complexity. In E. Marsal, S. Gardner, & B. Weber, (Eds.), Respect: Philosophical Inquiry, pp. 135-142. LIT Verlag.
  31. Kennedy, N.S., Kennedy, D. (2013). Mathematics, mind, and world: Promoting classroom dialogue through narrative. In J. Park, (Ed.), Thinking education with stories. Jinju, Korea: P4C Publishing. (N.S. Kennedy is primary author).
  32. Kennedy, N.S. (2012). Conceptual development through dialogue: A Vygotskian account.” In L. Cho-Sik & J. Park (Eds.) Thinking Education, pp.58-73.
  33. Kennedy, D., Kennedy, N.S. (2012). Community of inquiry online and off: Retrospectus and prospectus. In D. R. Garrison and Z. Akyol (Eds.), Educational communities of inquiry: Theoretical framework, research, and practice, pp.12-29.  IGI Global. (N.S. Kennedy is secondary author).
  34. Kennedy, N.S. (2012). Interrogation as interruption in the mathematics classroom. In M. Santi & S. Oliverio (Eds.), Educating for complex thinking through philosophical inquiry: Models, advances, and proposals for the new millennium, pp. 257-270, Liguori.
  35. Kennedy, N.S. (2011). Community of philosophical inquiry as a discursive structure, and its role in school curriculum design.” With D. Kennedy. In N. Vansieleghem & D. Kennedy (Eds.), Philosophy for children in transition: Problems and prospects, pp. 97-116. Wiley-Blackwell.
  36. Kennedy, N.S. (2011). Inquiries in mathematics. In J. Park (Ed.), Philosophy in the school disciplines: Curriculum for discipline-focused philosophy, p.1-22. ICPIC.
  37. Kennedy, N.S. (2009). Philosophy for children and mathematics teaching and learning: Insights, models, possibilities. In E. Marsal, T. Dobashi, & B. Weber (Eds.), Children philosophize worldwide: International theoretical and practical concepts, pp. 513-525. Peter-Lang Verlag.
         Refereed Conference Proceedings
  1. Martignone, Francesca, Montes, Miguel, Ferretti, Federica, Hubenáková, Veronika, Karlsson, Jimmy, Kennedy, Nadia, and Miguel Ribeiro. (2023). Introduction to the TWG20: Mathematics teacher knowledge, beliefs and identity. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education, (CERME13), (pp. 3675 – 3679). Alfréd Rényi Institute of Mathematics and ERME.
  2. Kennedy, N. S. (2023) Professional identity development of prospective mathematics teachers. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education, (CERME13), (pp. 3795- 3803). Alfréd Rényi Institute of Mathematics and ERME.
  3. Dastidar, U. G., Kennedy, N. S., Samaroo, D., Acquaviva, V., Solis, A. (2023). Challenges and celebration of a NSF S-STEM supported program. Proceedings of the ASEE (American Society for Engineering Education) Annual  Conference & Exposition, Baltimore , Maryland 24-28 June, 2023.
  4. Kennedy, N.S. (2022). Mathematical identity transformations. In the Proceedings of CERME 12 (The 12th Congress of the European Society for Research in Mathematics Education), Bozen-Bolzano, February 2-5th, 2022.
  5. Kennedy, N.S. (2022). (Co-authorship with Asian-Tutak, F., Martignone, F., Montes Navarro, Ribas, M., M. A., Hubenakova, V., Karlsson, J., Introduction to TWG 20. Proceedings of CERME 12 (The 12th Congress of the European Society for Research in Mathematics Education), Bozen-Bolzano, February 2-5th, 2022. (equal contributions)
  6. Kennedy, N. S. (2022). Promoting critical mathematical literacy. Proceedings of epiSTEMe9 (International Conference to Review Research in Science, Technology, and Mathematics Education), 4-8 July, 2022; Online; Hommi Babha Center for Science Education and Tata Institute for Fundamental Research. Mumbai, India.
  7. Dastidar, U. G., Han, S., Kennedy, N. S., Samaroo, D., Solis, A. (2022). Advancing student futures in STEM. Proceedings of the ASEE (American Society for Engineering Education) Annual Meeting, Minneapolis, MN, 26-29 June, 2022.
  8. Kennedy, N. S., Dastidar, U. G., Han,S., Samaroo,D., Solis, A. (2020). Supporting undergraduate underrepresented minority students for success in STEM. In K. Mashood, T. Sengupta, C. Ursekar, H. Raval, S. Dutta (Eds.). Proceedings of the International Conference to Review Research in Science, Technology, and Mathematics Education, EpiSTEME 8. Hommi Babha Center for Science Education and Tata Institute for Fundamental Research. Mumbai, India.
  9. Kennedy, N. S. (2017). Extending the landscapes of mathematical investigation through philosophical inquiry.” In A. Chronaki (Ed)., Mathematics education and life at times of crisis. Proceedings of the 9th International Mathematics Education and Society Conference (MES9), Vol. 2, pp. 913-923. Volos, Greece: University of Thessaly Press.
  10. Kennedy, N. S. (2016). Structural changes in collective argumentation in a community of mathematical inquiry. 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, pp. 1337-1340. University of Arizona.
  11. Kennedy, N. S. (2009). Students’ questions about mathematics.” In Tzekaki, M.; Kaldrimidou, M.; Sakonidis, H. (Eds.). Proceedings of the 33th Conference of the International Group for the Psychology of Mathematics Education (PME), Vol. 1, 472.
  12. Kennedy, N. S. (2009). Students’ questions about mathematics. Proceedings of the European Conference on Educational Research, (ECER),Vienna, Paper Id. 1565, http://www.eera-ecer.de/ecer-programmes/search-programmes/.
  13. Kennedy, N. S. (2007). Conceptual change. In Woo, J. H., Lew, H. C., Park, K.S. & Seo, D. Y. (Eds.). Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, Seoul, Vol. 1, 288.
  14. Kennedy, N. S. (2006). The role of the facilitator in a community of mathematical inquiry. Proceedings of the 28th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Merida, Mexico, Nov. 9-12, Vol. 2, 82-83.
  15. Kennedy, N. S. (2006). Conceptual change as dialectical transformation. Proceedings of the 30th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME), Prague, Czechoslovakia, July 16-21, Vol. 5, 193-200.
  16. Kennedy, N. S. (2006). Community of mathematical inquiry: Some salient characteristics and implication for mathematics education. Proceedings of the 3rd International Conference on Teaching of Mathematics, Istanbul, Turkey, June 30-July 5, 126.
  17. Kennedy, N. S. (2006). Development of students’ argumentation in a community of mathematical inquiry: A dialectical analysis. In the Proceedings of the European Conference on Educational Research (New Researchers’ Pre-Conference), Geneva, Switzerland, September 11–12, 2006, http://www.eera-ecer.de/ecer2006/.