Cronin, A., & Stewart, S. (2022). Analysis of Tutorsâ€™ Responses to Studentsâ€™ Queries in a Second Linear Algebra Course at a Mathematics Support Center. *Journal of Mathematical Behavior*(JMB).

Stewart, S., Axler, S., Beezer, R., Boman, E., Catral, M., Harel, G., McDonald, J., Strong, D., Wawro, M. (2022). The Linear Algebra Curriculum Study Group (LACSG 2.0) Recommendations, *Notices of American Mathematical Society*, 69(5), 813-819. DOI: https://dx.doi.org/10.1090/noti2479

Stewart, S., Andrews-Larson, C., & Zandieh, M. (2019). Linear algebra teaching and learning: Themes from recent research and evolving research priorities. *ZDM Mathematics Education* (Issue 7, 2019) Springer, DOI: 10.1007/s11858-019-01104-1

Stewart, S. & Thomas, M.O.J. (2019). Student perspectives on proof in linear algebra. *ZDM Mathematics Education*, Springer, DOI: 10.1007/s11858-019-01087-z

Stewart, S., Troup, J., & Plaxco, D. (2019). Reflection on teaching linear algebra: Examining one instructor’s movements between the three worlds of mathematical thinking. *ZDM Mathematics Education*, Springer, DOI: 10.1007/s11858-019-01086-0

Stewart, S., Epstein, J., & Troup, J. (2019). Leading students toward the formal world of mathematical thinking: A mathematician’ s reflections on teaching eigentheory. *International Journal of Mathematics Education in Science and Technology*, DOI: 10.1080/0020739X.2019.1657598

Stewart, S., Epstein, J., Troup, J., & McKnight, D. (2019). A mathematician’s deliberation in reaching the formal world and students’ world views of the eigentheory. In Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.). Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6-10, 2019). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Stewart, S., Andrews-Larson, C., & Zandieh, M. (Eds.). Research on the teaching and learning of linear algebra. *ZDM Mathematics Education* (Issue 7, 2019) Springer.

Stewart, S., Andrews-Larson, C., Berman, A. & Zandieh, M. (Editors) (2018). Challenges and Strategies in Teaching Linear Algebra. Springer International Publishing.

Stewart, S. (Ed.) (2017). And the Rest is Just Algebra. Springer International Publishing.

Stewart, S. (2018). Moving between the embodied, symbolic and formal worlds of mathematical thinking in linear algebra. In S. Stewart, C. Andrews-Larson, A. Berman, & M. Zandieh (Eds.).Challenges and Strategies in Teaching Linear Algebra.(pp. 51-67). Springer International Publishing.

Stewart, S. (2017). School algebra to linear Algebra: Advancing through the worlds of mathematical thinking. In S. Stewart (Ed.), And the rest is just algebra. (pp. 219-233). Springer International Publishing.

Stewart, S., & Reeder, S. (2017). Algebra Underperformances at College Level: What Are the Consequences? In S. Stewart (Ed.), And the Rest is Just Algebra. (pp. 3-18). Springer International Publishing.

Stewart, S., & Schmidt, R. (2017). Accommodation in the formal world of mathematical thinking. International Journal of Mathematics Education in Science and Technology, 48(1), 40-49. Doi: 10.1080/0020739X.2017.1360527.

Hannah, J., Stewart, S., & Thomas, M. O. J. (2016). Developing conceptual understanding and definitional clarity in linear algebra through the three worlds of mathematical thinking, Teaching Mathematics and its Applications: An International Journal of the IMA,35 (4), 216-235. doi:10.1093/teamat/hrw001

Stewart, S., & Stewart, W. S. (2014). Teaching Bayesian statistics to undergraduates through debates, Innovations in Education and Teaching International, 51(6), pp. 653-663.

Kensington-Miller, B., Sneddon, J., & Stewart, S. (2014). Crossing new uncharted territory: shifts in academic identity as a result of modifying teaching practice in undergraduate mathematics, International Journal of Mathematics Education in Science and Technology, 45(6), pp. 827-838.

Stewart,W. S., & Stewart, S. (2014). Teaching Markov Chain Monte Carlo: Revealing the basic ideas behind the algorithm, PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 24(1), 25-45.

Hannah, J., Stewart, S., & Thomas, M. O. J. (2013). Emphasizing Language and Visualization in Teaching Linear Algebra, International Journal of Mathematics Education in Science and Technology, 44 (4), 475-489.

Kensington-Miller, B., Yoon, C., Sneddon, J., & Stewart, S. (2013). Changing beliefs about teaching in large undergraduate mathematics classes. Mathematics Teacher Education and Development. 15(2), 52-69.

Stewart, S., & Stewart, W. S. (2013). Taking clickers to the next level: A contingent teaching model, International Journal of Mathematics Education in Science and Technology, 44(8), pp.1093-1106.

Hannah, J., Stewart, S., & Thomas, M. O. J.(2011). Analysing lecturer practice: The role of orientations and goals, International Journal of Mathematical Education in Science and Technology, 42 (7), 975-984.

Thomas, M.O.J., & Stewart, S. (2011). Eigenvalues and eigenvectors: Embodied, symbolic and formal thinking, Mathematics Education Research Journal, 23, 275-296.

Stewart, S., & Thomas, M.O.J. (2010). Student learning of basis, span and linear independence in linear algebra. International Journal of Mathematical Education in Science and Technology 41(2), 173-188.

Stewart, S., & Thomas, M.O.J. (2009). A framework for mathematical thinking: the case of linear algebra. International Journal of Mathematical Education in Science and Technology, 40(7), 951-961.

Stewart, S., & Thomas, M.O.J. (2007). Embodied, symbolic and formal thinking in linear algebra. International Journal of Mathematical Education in Science and Technology, 38(7), 927-937.

Stewart, S., Thomas, M. O. J., & Hannah, J. (2005). Towards student instrumentation of computer-based algebra systems in university courses. International Journal of Mathematical Education in Science and Technology, 36(7), 741-749.

Stewart, S., & Thomas, M.O.J. (2003). Difficulties in the acquisition of linear algebra concepts. New Zealand Journal of Mathematics, Supplementary Issue, 32, 207-215.