Articles Published in Refereed Journals
Nagle, C. (Author), & Moore-Russo, D. (2014). Slope Across the Curriculum: Principles and Standards for School Mathematics and the Common Core State Standards. The Mathematics Educator, 16 pages.
Nagle, C. (Author), & Moore-Russo, D. (2013). How Do Teachers' Concept Images of Slope Relate to their Intended Instructional Foci? Investigations in Mathematics Learning, 6(2), 1-18.
Nagle, C. (Author), Moore-Russo, D., Viglietti, J., & Martin, K. (2013). Calculus Students’ and Instructors’ Conceptualizations of Slope: A Comparison Across Academic Levels. International Journal of Science and Mathematics Education, 11, 1491-1515.
Nagle, C. (Author), & Moore-Russo, D. (2013). Connecting Slope, Steepness, and Angles. Mathematics Teacher, 107(4), 272-279.
Nagle, C. (2013). Transitioning from Introductory Calculus to Formal Limit Conceptions. For the Learning of Mathematics, 33(2), 2-10.
Nagle, C. (2009). Using Predictions to Introduce Limits and Continuity. MathAMATYC Educator, 1(1), 24-28.
Nagle, C. (2009). Calling Plan Activity. Mathematics Teacher Media Clip, 102(7), 488-491.
Nagle, C. (2009). Wendy's Burger Variations. Mathematics Teacher, 103(3), 176-179.
Parts of Books
Nagle, C. (2010). Contributed to the writing of the chapter projects Calculus, 9th Edition by R.Larson and B. Edwards. (9th ed.) . Cengage Learning.
Nagle, C. (2010). Contributed to the writing of the end of course tests. Big Ideas Math 6 (pp. 16 pp).
Nagle, C. (2010). Contributed to the writing of the end of course tests. Big Ideas Math 7 (pp. 16 pp).