Nolan, K. (2016). Schooling novice mathematics teachers on structures and strategies: A Bourdieuian perspective on the role of ‘others’ in classroom practices. Special Issue on Contemporary Theory II, Educational Studies in Mathematics. DOI: 10.1007/s10649-015-9668-1 [article]
Nolan, K. (2015). Beyond tokenism in the field? On the learning of a Mathematics teacher educator and faculty supervisor. Cogent Education, 2: 1065580. http://dx.doi.org/10.1080/2331186X.2015.1065580 [Article PDF]
Boylan, M., Brown, L., Nolan, K., Jørgen Braathe, H., Portaankorva-Koivisto, P., & Coles, A. (2015). Praxis in mathematics teacher education: Introduction to a series of short communications. For the Learning of Mathematics, 35(1), 39-47. [Link]
Nolan, K. (2015). Beyond tokenism in the field? On the learning of a mathematics teacher educator and faculty supervisor. Cogent Education, 2
Nolan, K., & Weston, H. (2015). Aboriginal perspectives and/in mathematics: A case study of three grade 6 teachers. in education, 17(1), 12-22.
Nolan, K., & Keazer, L. (2014). Towards equity in mathematics education: gender, culture, and diversity (A Book Review). Research in Mathematics Education, 16(1), 84-89. doi:10.1080/14794802.2013.874097 [Link]
Nolan, K., & Tupper, J. (2013). ‘Field’ trips with Bourdieu: Making sense as research methodology in teacher education. International Journal of Humanities and Social Science (IJHSS), 6(3), 11-19. [Link]
Nolan, K. (2012). Dispositions in the field: Viewing mathematics teacher education field experiences through the lens of Bourdieu’s social field theory. Educational Studies in Mathematics (ESM), [Special Issue on Contemporary Theory, edited by T. Brown & M. Walshaw], 80 (1/2), 201-215. DOI: 10.1007/s10649-011-9355-9. [Link]
Nolan, K., & Walshaw, M. (2012). Playing the game: A Bourdieuian perspective of pre-service inquiry teaching. Teaching Education, 23(4), 345-363. [Link]
Nolan, K. (2011). Pausing to relate and participate: A review of Mathematical Relationships in Education. Educational Studies in Mathematics, 76(2), 231-235.
Nolan, K. (2009). Mathematics in and through social justice: Another misunderstood marriage? Journal of Mathematics Teacher Education, 12(3), 205-216. [Link]
Nolan, K. (2003). Casting shadows in the science classroom. Canadian Journal of Science, Mathematics and Technology Education, 3(2), 213-229. [Link]
Nolan, K. & Corbin Dwyer, S. (2004). The role of portfolios in healing the split between instruction and assessment in mathematics. Policy & Practice in Education, 11(1&2), 9-24.