de Freitas & Nolan, K. (Editors) (2008). Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education. New York: Springer. [Link]
Nolan, K. (2007). How Should I Know? Preservice Teachers’ Images of Knowing (by Heart) in Mathematics and Science. The Netherlands: Sense Publishers. [Link]
Book Chapters
Nolan, K. (2016). Stimulating conversations between theory and methodology in mathematics teacher education research: Inviting Bourdieu into self-study research. In M. Murphy & C. Costa (Eds.), Theory as method: On Bourdieu, education and society (pp. x-y). UK: Routledge [link]
Nolan, K. (2014). Discursive productions of teaching and learning through inquiry: Novice teachers reflect on becoming a teacher and secondary mathematics teacher education. In L. Thomas (Ed.), Becoming Teacher: Sites for Teacher Development in Canadian Teacher Education (pp. 258-288). E-book published by the Canadian Association for Teacher Education at https://sites.google.com/site/cssecate/fall-working-conference. [Chapter PDF]
Nolan, K. (2014). The heART of educational inquiry: Deconstructing the boundaries between research, knowing and representation. In A. Reid, P. Hart, & M. Peters (Eds.), Companion to Research in Education (pp. 517-531). London: Springer. [Link]
Nolan, K. (2013). Wearing curriculum or curriculum wearing (on) me? In Erika Hasebe-Ludt and Wanda Hurren (Eds.), Contemplating Curriculum: Genealogies/Times/Places (pp. x-y). New York, New York: Routledge.
Nolan, K. (2010). Playing the field(s) of mathematics education: A teacher educator’s journey into pedagogical and paradoxical possibilities. In M. Walshaw (Ed.), Unpacking Pedagogy: New Perspectives for Mathematics (pp. 153-173). Charlotte, NC: Information Age Publishing Inc. [Link]
Nolan, K. (2010). Praxis. In A. Mills, G. Durepos, & E. Wiebe (Eds.), SAGE Encyclopedia of Case Study Research (Vol. 2, pp. 725-727). UK: Sage.
Mulholland, V., Nolan, K., & Salm, T. (2010). Disrupting perfect: Rethinking the role of field experiences. In T. Falkenberg & H. Smits (Eds.), Field Experiences in the Context of Reform of Canadian Teacher Education Programs (Vol. 2, pp. 317-326). Winnipeg, MB: Faculty of Education of the University of Manitoba.
Nolan, K. & Exner, A. (2009). Exploring the real possibilities for virtual conferencing during student teacher field experiences. In A. Vilas, A. Martin, & J. Gonzalez (Eds.), Research, Reflections and Innovations in Integrating ICT in Education (vol. 1, pp. 611-615). Badajoz, ES: Formatex.
Nolan, K. (2008). Imagine there’s no haven: Exploring the desires and dilemmas of a secondary mathematics education researcher. In T. Brown (Ed.), The Psychology of Mathematics Education: A Psychoanalytic Displacement (pp. 159-181). The Netherlands: Sense Publishers.
Nolan, K. (2008). Living the landscape with/in a thrice-told tale. In E. de Freitas & K. Nolan (Eds.), Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education (pp. 155-157). New York: Springer.
Nolan, K. (2008). The (com)promises of disrupting comforting narratives of compliance. In E. de Freitas & K. Nolan (Eds.), Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education (pp. 123-130). New York: Springer.
Nolan, K. & de Freitas, E. (2008). Foreword to the research text: Mathematics education under cross-examination. In E. de Freitas & K. Nolan (Eds.), Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education (pp. 1-11). New York: Springer. [Link]
Nolan, K., Eidsness, B., Graham, S., Lawless, K., Putland, D., & Stuckless, T. (2008). The promises of disrupting comforting narratives of compliance. In E. de Freitas & K. Nolan (Eds.), Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education (pp. 111-121). New York: Springer.
Nolan, K. & Muir, P. (2008). More than mark(et) driven? Scenes from a continuing conversation. In E. de Freitas & K. Nolan (Eds.), Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education (pp. 175-182). New York: Springer.
Nolan, K. (2005). Publish or cherish? Performing a dissertation in/between research spaces. In R. Barnett (Ed.), Reshaping Universities: New Relationships Between Research, Scholarship and Teaching (pp. 119-135). Great Britain: Open University Press.
Barrett, M.J., Hart, E., Nolan, K., & Sammel, A. (2005). Challenges in implementing action-oriented sustainability education. In W. Leal Filho (Ed.), Handbook of Sustainability Research (pp. 507-534). Frankfurt: Peter Lang Scientific Publishers.
Nolan, K., Maeers, M, Friesen, D., & Couros, A. (2005). Evolving participation in educational technology communities of practice. In C.-K. Looi, D. Jonassen, & M. Ikeda (Eds.), Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation (pp. 840-843). The Netherlands: IOS Press.
Nolan, K. (2003). ConSCIENCEness Land(e)scapes. In E. Hasebe-Ludt & W. Hurren (Eds.), Curriculum Intertext: Place/Language/Pedagogy (pp. 76-77). New York, NY: Peter Lang.
