Larsen, J. & Liljedahl, P. (2022). Building Thinking Classrooms online: From practice to theory and back again. Adults Learning Mathematics: An International Journal (Online First), 1-16.
Larsen, J. (2020, June 2020). Reflections: Adapting Teaching and Learning to the Online Environment [Blog post]. In N. Scarrow (Ed.) UFV AT WORK.
Larsen, J. & Liljedahl, P. (2020). Public musings about mathematics teaching: Social responsibility and ideational alignment. 44th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME44). Khon Kaen, Thailand.
Larsen, L. (2019). Mathematics teaching and social media: An emergent space for resilient professional activity. (Doctoral Dissertation). Simon Fraser University, Canada.
Larsen, L. & Parrish, C. (2019). Community building in the MTBoS: Mathematics educators establishing value in resources exchanged in an online practitioner community. Educational Media International.
Sivia, A. & Larsen, L. (2018). Stepping In/Stepping Out: A Self-Study of Two Teacher Educators’ Conversations about Campus Teaching and Practicum. Paper presented at the 2018 annual meeting of the American Educational Research Association. New York City, NY.
Larsen, J., Chernoff, E. J., & Freiman, V. (2018). Social media and mathematics education. Report of Working Group C in the Proceedings of the 2017 Annual Meeting of the Canadian Mathematics Education Study Group/Groupe Canadien d’Étude en Didactique des Mathématiques. Montreal, QC, Canada.
Larsen, J. (2018). My journey towards a ‘thinking classroom’. CMS Notes (Canadian Mathematical Society), 50(2), 11-13.
Larsen, J. (2017). What mathematics teachers seek when approaching professional learning through social media. Proceedings of the 2017 Mathematics Education Doctoral Student Conference. Burnaby, BC: Simon Fraser University.
Larsen, J. & Liljedahl, P. (2017). Exploring generative moments of interaction between mathematics teachers on social media. 41st Annual Meeting of the International Group for the Psychology of Mathematics Education (PME41). Singapore.
Larsen, J. (2016). Negotiating meaning: A case of teachers discussing mathematical abstraction in the blogosphere. Proceedings of the 38th Conference for Psychology of Mathematics Education – North American Chapter. Tucson, Arizona.
Larsen, J. (2015). Adult student experiences of a flipped mathematics classroom. Adults Learning Mathematics: An International Journal, 10(1), 50-67.
Larsen, J. (2015). Attitude and motivation in the lives of mathematics teachers: A narrative case study. Proceedings of the 20th International Conference on Mathematical Views (MAVI). Falun, Sweden.
Larsen, J. (2014). Understanding mathematics teacher blogging: An initial foray into the MTBoS. Proceedings of the 2014 Mathematics Education Doctoral Student Conference. Burnaby, BC.
Larsen, J. (2014). Lessons from flipping the classroom. Groundwork, 35(1), 10.
Larsen, J. (2013). Experiencing a flipped mathematics class. (Master’s thesis). Simon Fraser University, Canada.
Larsen, J. (2013). My flipped classroom. Vector: The Official Journal of the BC Association of Mathematics Teachers, 54(1), 13-16.
Larsen, J. (2012). Epistemological obstacles of negative numbers. Vector: The Official Journal of the BC Association of Mathematics Teachers, 53(2), 56-60.