Refereed Journal Articles in Order of Publication
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Fernández, L. M., Serbin, K. S., Villalobos, C., Setayesh, S., & Garza, G. (in press). Latin* students’ mathematics identity development in calculus courses using specifications grading. Accepted for publication at Research on Mathematics Education.
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Fernández, L. M., Serbin, K. S., Sapkota, B., Sebok, A., Ortega*, R., Padron*, I., El-Jirby*, I., Vasquez*, A., & Rocha*, J. (in press). Embracing diversity: Culturally relevant approaches to mathematics tasks. Accepted for publication at Mathematics Teacher: Learning and Teaching PK-12.
Wawro, M., & Serbin, K. S. (2025). “What makes it eigen-esque-ish?” A form-function analysis of the development of eigentheory concepts in a quantum mechanics course. Accepted for publication at Educational Studies in Mathematics.
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Jackson*, A., Serbin, K. S., & Bae, Y. (2024). Prospective and in-service teachers' use of pedagogical mathematical practices in approximations of teaching practice. Accepted for publication at The Journal of Mathematics Teacher Education, 1-34.
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Serbin, K. S., & Wawro, M. (2024). Pedagogical moves related to analogy that support a unified understanding of eigentheory concepts in a quantum mechanics class. Physical Review Physics Education Research, 20(2), 020137.
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Serbin, K. S., Bae, Y., & Espinosa*, S. (2024). Secondary teachers’ guided reinvention of the definitions of reducible and irreducible elements. The Journal of Mathematical Behavior, 76, 101188. https://doi.org/10.1016/j.jmathb.2024.101188
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Villalobos, C., Garza, G., Setayesh, S., Fernández, L. M., Balogh, A., Serbin, K. S., & Huber, T. (2024). Our never-ending pathway to innovate Calculus 1: From active learning to specifications grading and growth mindset. PRIMUS, 1-17. https://doi.org/10.1080/10511970.2024.2352874
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Serbin, K. S. (2023). Prospective teachers’ unified understandings of the structure of identities. The Journal of Mathematical Behavior, 70, 101066.
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Serbin, K. S., & Wawro, M. (2024). The inextricability of students’ mathematical and physical reasoning in quantum mechanics problems. International Journal for Research in Undergraduate Mathematics Education, 1–30. (published online in 2022)
Serbin, K. S., Wawro, M., & Storms, R. (2021). Characterizations of student, instructor, and textbook discourse related to basis and change of basis in quantum mechanics. Physical Review Physics Education Research, 17(1), 010140.
Serbin, K. S., Robayo, B. J. S., Truman, J. V., Watson, K. L., & Wawro, M. (2020). Characterizing quantum physics students’ conceptual and procedural knowledge of the characteristic equation. The Journal of Mathematical Behavior, 58, 100777.
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Articles Under Review​​
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Serbin, K. S., & Bae, Y. (under review). Teachers’ perceptions of coherence and relevance of advanced mathematics for teaching secondary mathematics.
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Serbin, K. S., Espinosa*, S., & Johnson, E. (under revision). “When are we ever going to need Abstract Algebra?” Instructor moves for evoking students’ intellectual need.
Serbin, K. S., & Uscanga, R. (under review). “Just get rid of it:” Students’ symbolic forms for algebraic cancellation.​​
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Articles in Preparation
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Bae, Y., Serbin. K. S., & Espinosa*, S. (in preparation). A hypothetical learning trajectory for guiding students' reinvention of unique factorization domains.
Serbin. K. S., Bae, Y., & Espinosa*, S. (in preparation). Graduate students’ use of reasoning about unique factorization domains in approximations of teaching practice.
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Serbin, K. S. (in preparation). Prospective teachers' use of their abstract algebra knowledge while noticing hypothetical students' mathematical thinking.
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Serbin, K. S., Uscanga, R., & Alzaga Elizondo, T. (in preparation). A local instructional theory on the guided reinvention of equivalence classes and equivalence relations.
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Uscanga, R., Serbin, K. S., & Lajos, J. (in preparation). Guided reinvention of invertible function properties in embodied activities.​​​
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Refereed Conference Proceedings
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Serbin, K. S., & Wawro, M. (In press). Pedagogical moves related to analogy that support a unified understanding of eigenequations in a Quantum Mechanics class. Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education. Alexandria, VA.
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Serbin, K. S., Alzaga Elizondo, T., & Uscanga, R. (In press). The guided reinvention of equivalence classes and equivalence relations. Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education. Alexandria, VA.
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Bae, Y., Serbin, K. S., & Espinosa*, S. (2024). Guided reinvention of unique factorization domains. Proceedings of the Fifteenth International Congress on Mathematics Education. Sydney, Australia.
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Bae, Y., Espinosa*, S., & Serbin, K. S. (2024). Reinventing the definition of unique factorization domains. Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education. Omaha, NE.
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Olusanya*, A., Serbin, K. S., & Bae, Y. (2024). Graduate students’ pedagogical mathematical practices used in approximations of teaching practice tasks. Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education. Omaha, NE.
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Serbin, K. S., Bae, Y., & Espinosa*, S. (2024). Guided reinvention of the definitions of reducibles and irreducibles. Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education. Omaha, NE.
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Espinosa*, S., & Serbin, K. S., & Bae, Y. (2024). Connecting unique factorization domains with the teaching of high school algebra in approximations of practice. Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education. Omaha, NE.
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Wawro, M. & Serbin, K. S. (2024). Form-function relations for eigentheory in quantum mechanics. In Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (pp. 279-288). Barcelona, Spain.
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Serbin, K. S., & Bae, Y. (2023). How a graduate mathematics for teachers course “helped me see things from a different perspective.” Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education.
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Fernández, L. M., Serbin, K. S., Villalobos, C., Setayesh, S., & Garza, G. (2023). “Hey, I am doing it!” Developing the mathematics identity of Latin* students in a specifications grading Calculus course. Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education.
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Serbin, K. S., & Espinosa, S. (2023). “When are we ever going to need Abstract Algebra?” Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education.
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Serbin, K. S., & Uscanga, R. (2023). “Just get rid of it:” Students’ symbolic forms for cancellation. Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education.
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Wawro, M., & Serbin, K. S. (2023). “What makes it eigen-esque-ish?” The development of eigentheory concepts in a quantum mechanics course. Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education.
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Serbin, K. S. (2022). Prospective teachers connecting group axioms with the structure of the identity function. In S. S. Karunakaran, Z. Reed, & A. Higgins (Eds.). Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education (pp. 563-570). Boston, MA.
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Serbin, K. S., & Wawro, M. (2022). Ways that student reasoning about linear algebra concepts can support flexibility in solving quantum mechanics problems. In S. S. Karunakaran, Z. Reed, & A. Higgins (Eds.). Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education (pp. 554-562). Boston, MA.
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Serbin, K. S., Mullins, S. B., Kelley, M. A., & Johnson, E. (2020). In A.I. Sacristán, J.C. Cortés-Zavala, & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 568-572). Mazatlán, Mexico. https:/doi.org/10.51272/pmena.42.2020
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Serbin, K. S. & Wawro, M. (2020). Students’ understanding of linear algebra concepts underlying a procedure in a quantum mechanics task. In A.I. Sacristán, J.C. Cortés-Zavala, & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1218-1222). Mazatlán, Mexico. https:/doi.org/10.51272/pmena.42.2020
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Mullins, S. B., Serbin, K. S., & Johnson, E. (2020). Relational interactions in inquiry-oriented undergraduate mathematics classes. In Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education. Boston, MA.
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Serbin, K. S. (2020). A prospective teacher’s mathematical knowledge for teaching of inverse functions. In Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education. Boston, MA.
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Serbin, K. S., Storms, R., & Wawro, M. (2020). Students’ language about basis and change of basis in a quantum mechanics problem. In Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education. Boston, MA.
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Kokushkin, V., & Serbin, K. S. (2019). Factors influencing linear algebra instructors’ decision to implement inquiry-oriented instruction. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 340-347). Oklahoma City, OK.
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Serbin, K. S., & Mullins, S. B. (2019). A gendered comparison of abstract algebra instructors’ inquiry-oriented instruction. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 533-540). Oklahoma City, OK.
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Serbin, K. S., Robayo, B. J. S., Truman, J. V., Watson, K. L., & Wawro, M. (2019). Characterizing conceptual and procedural knowledge of the characteristic equation. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 541-548). Oklahoma City, OK.
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Serbin, K. S., & Wilkins, J. L. M. (2019). An undergraduate preservice teacher’s mathematical and pedagogical content knowledge of conditional probability. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1192-1196). St Louis, MO: University of Missouri
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NOTE: * indicates the coauthor is a student under my supervision.