1. Cirillo, M., Griffin, C., Seiwell, A., & Hummer, J. (2021). “What do you believe is true?” A routine for proving theorems in secondary geometry. Research Report in Olanoff, D., Johnson, K., & Spitzer, S.M. (Eds.), Proceedings of the 43rd Meeting of the North American Chapter of the International Groups for the Psychology of Mathematics Education. (pp. 528-537). Philadelphia, PA.
  2. Cirillo, M., & Hummer, J. (2021). Competencies and behaviors observed when students solve geometry proof problems: An interview study with smartpen technology. ZDM Mathematics Education. doi:https://doi.org/10.1007/s11858-021-01221-w
  3. Cirillo, M., & May, H. (2021). Decomposing proof in secondary classrooms: A promising intervention for school geometry. Paper presented at the The 14th International Congress on Mathematical Education, Shanghai, China.
  4. Cirillo, M., & Hummer, J. (2020). Exploring secondary students’ proving competencies through clinical interviews with smartpens. In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.) Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 905-913). Mazatlán, Sinaloa, Mexico Cinvestav/AMIUTEM/PME-NA.
    You can watch the Virtual PMENA talk here: https://youtu.be/IpmOE_BIoPo
  5. Cirillo, M., & Hummer, J. (2019). Addressing Misconceptions in Secondary Geometry Proof. Mathematics Teacher, 112(6), 410-417.
  6. Cirillo, M. (2018). Engaging students with non-routine geometry proof tasks. In P. Herbst, U.H. Cheah, P. Richard, & K. Jones (Eds.) International Perspectives on the Teaching and Learning of Geometry in Secondary Schools, (pp. 283-300). Cham, Switzerland: Springer.
  7. Cirillo, M., McCall, N., Murtha, Z., & Walters, S. (2017). Decomposing mathematical proof with secondary teachers. In L. West (Ed.) Reflective and Collaborative Processes to Improve Mathematics Teaching (pp. 21-32). Reston, VA: NCTM.
  8. Sinclair, N., Cirillo, M., & deVilliers, M. (2016). The learning and teaching of geometry. In Cai, J. (Ed.) Compendium for research in mathematics education, (pp.457-489). Reston, VA: NCTM.
  9. Cirillo, M., Kosko, K.W., Newton, J., Staples, M., & Weber, K. (2015). Conceptions and consequences of what we call argumentation, justification, and proof. Working Group Paper in Bartell, T.G., Bieda, K.N., Putnam, R.T., Putnam, R.T., Bradfield, K., & Dominguez, H. (Eds.). Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology Mathematics Education. Pp. 1343-1351. East Lansing, MI: Michigan State University.
  10. Cai, J. & Cirillo, M. (2014). What Do We Know About Reasoning and Proving? Opportunities and Missing Opportunities from Curriculum Analyses. International Journal of Educational Research, 64, 132-140.
  11. Cirillo, M. Supporting the introduction to formal proof. (2014). Research Report In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.) Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 2, pp. 321-328. Vancouver, Canada: PME.
  12. Cirillo, M., Steele, M.D., Otten, S., Herbel-Eisenmann, B., McAneny, K., & Riser, J.Q. (2014). Teacher discourse moves: Supporting productive and powerful discourse. In Karp (Ed.), Using research to improve instruction. (pp. 141-149). Reston, VA: NCTM.
  13. Cirillo, M. & Sutherland, J. (2013). Exploring student thinking through alternative geometry proof tasks. Poster in A. C. Superfine & M. Martinez (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (p. 216). Chicago, IL: University of Illinois at Chicago.
  14. Cirillo, M., Cass, T., Dowling, D., Krusi, J., Lyddon-Hatten, L., Marks, J., & Shindelar, A. (2012). Working with, supporting, and empowering mathematics teaching professionals: A model of effective leadership. In J. Bay-Williams & W. Speer (Eds.), Professional collaborations in mathematics teaching and learning: Seeking success for all. (pp. 133-144). Reston, VA: NCTM.
  15. Cirillo, M. & Herbst, P.G. (2012). Moving toward more authentic proof practices in geometry. The Mathematics Educator, 21 (2), 11-33.
  16. Cirillo, M., & Herbel-Eisenmann, B. (2011). “Mathematicians will say it this way”: An investigation of teachers’ framings of mathematicians. School Science and Mathematics, 111 (2), 68-78.
  17. Cirillo, M. (2011). “I’m like the Sherpa guide”: On learning to teach proof in school mathematics. In Ubuz, B. (Ed.) pp. 2-241-2-248, Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, Ankara, Turkey: PME.
  18. Cirillo, M. (2009). Ten things to consider when teaching proof: What I wish I had known about teaching proof before I taught geometry. Mathematics Teacher, 103 (4), 250-257.
  19. Cirillo, M., Drake, C. & Herbel-Eisenmann, B. (2009). Curriculum vision and Coherence: Adapting curriculum to focus on authentic mathematics. Mathematics Teacher, 103 (1), 70-75.
  20. Cirillo, M. (2009). Challenges to teaching authentic mathematical proof in school mathematics. In F.–L. Lin, J,-H Feng, G. Hanna & M. de Villiers (Eds.), Proof and Proving in Mathematics Education: ICMI Study 19 Conference Proceedings, (Vol. 1, pp.130-135). Taipei, Taiwan: National Taiwan Normal University.
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