Swartz, M. Digital Learners in Elementary Mathematics: Motivation, Identity, and the Role of Learning Apps. Taylor & Francis. [Preorder here]
Swartz, M. & Bishop, J.P. There’s an App for That—But Should There Be? Mathematics Teacher: Learning and Teaching PK-12. (In press). [pdf]
Swartz, M. & Swain, H.H. (2026). Mathematical Dispositions and Literacy: A Framework for Choosing Children’s Books. AMTE Connections. [pdf]
Swartz, M. (2026). “Sometimes it’s just too much screen time”: The case of Sarah. American Journal of Qualitative Research, 10(3), 34–53. https://doi.org/10.66815/ajqr/18481 [pdf]
Swartz, M. (2026). Digital Mathematics: Just How Widespread Are Math Apps? Education Sciences, 16(2), 200. https://doi.org/10.3390/educsci16020200 [pdf]
Olarte, R., Swartz, M., & Roberts, S. A. (2024). Beliefs of TAs of an introductory-proof course. For the Learning of Mathematics, 44(3), 13–14. [pdf]
Olarte, R., Swartz, M., & Roberts, S.A. (2024). Mathematics graduate students’ teacher identity development: Examining roles within the teaching assistant position. Journal of Research in Science, Mathematics and Technology Education, 7(SI), 117–139. https://doi.org/10.31756/jrsmte.316SI [pdf]
Wrightsman, E., Swartz, M., & Warshauer, H. (2023). Hints as Scaffolds to Build Students’ Problem-Solving Skills. The Texas Mathematics Teacher, LXIX(2). [pdf]
Ersozlu, Z., Swartz, M., & Skourdoumbis, A. (2023). Developing Computational Thinking through Mathematics: An Evaluative Scientific Mapping. Education Sciences, 13(4): 422. https://doi.org/10.3390/educsci13040422 [pdf]
Swartz, M. & Rubchinsky, L.L. (2022). Using Math to Become in Sync with the Brain. Frontiers for Young Minds. https://doi.org/10.3389/frym.2022.741510 [pdf]
Swartz, M. (2026, July 1). The Case Against i-Ready: A Policy Brief. SSRN. https://doi.org/10.2139/ssrn.7062758 [pdf]
Swartz, M. (2026, March 2). Elementary Education Screen Time Brief. SSRN. https://doi.org/10.2139/ssrn.6602840 [pdf]
Ersozlu, Z., Ledger, S., & Swartz, M. (2024). Chapter 5, Improving Authenticity of Learning and Assessment: Reflecting on Professional Noticing through 360-Degree Videos. In T. Barkatsas, P. McLaughlin, & W. Goff (Eds.), Reimagining Education for the Second Quarter of the 21st Century and Beyond. Leiden, The Netherlands: Brill. https://doi.org/10.1163/9789004688490_005
Swartz, M. (2023). Personalized & Blended Learning. In R. Kimmons & S. Caskurlu (Eds.), The Students’ Guide to Learning Design and Research. EdTech Books. https://edtechbooks.org/studentguide/personalized_and_blended_learning [pdf]
Swartz, M. (2026). The Uneven Influence of Math Apps: Findings from an Exploratory Multiple-Case Study. The 53rd Annual Meeting of the Research Council on Mathematics Learning. Las Vegas, NV. [pdf]
Swartz, M. (2025). When Math Apps Miss the Mark: The Impact on a Student’s Math Identity and Motivation. In A. Wheeler & P. Kaur Bharaj (Eds.), Proceedings of the 52nd Annual Meeting of the Research Council on Mathematics Learning. (pp. 25–32). College Station, TX. [pdf]
Swartz, M. (2024). Math Identity and Math Apps: What in Common?. In Kosko, K. W., Caniglia, J., Courtney, S. A., Zolfaghari, M., & Morris, G. A. (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1678–1683). Cleveland, OH. https://www.doi.org/10.51272/pmena.46.2024 [pdf]
Lister, K., Kang, B., Corven, J., Krejci, B., Kirschner, S., Bui, M., Swartz, M., Colen, J., & Falahola, B. (2024). Intentionality of Diagnostic Interview Designs for Math and Pedagogical Knowledge. In Kosko, K. W., Caniglia, J., Courtney, S. A., Zolfaghari, M., & Morris, G. A. (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 548–553). Cleveland, OH. https://www.doi.org/10.51272/pmena.46.2024 [pdf]
Swartz, M. (2024). An Elementary Teacher’s Professed Beliefs and Perceptions About Technology in Mathematics. American Educational Research Association Conference Online Paper Repository. Philadelphia, PA. https://doi.org/10.3102/2112312 [pdf]
Swartz, M. (2024). Exploring Motivation and Math Apps: A Third Grader’s Story. In D. Kombe & A. Wheeler (Eds.), Proceedings of the 51st Annual Meeting of the Research Council on Mathematics Learning. (pp. 65–73). Columbia, SC. [pdf]
Olarte, R., Swartz, M., & Roberts, S. (2023). Professed Beliefs of a Teaching Assistant of an Introductory Proof Course. Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education. (pp. 1051–1057). Omaha, NE. [pdf]
Olarte, R., Swartz, M., & Roberts, S. (2022). Professional Identity Development of Mathematics Teaching Assistants. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Eds.). Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1454–1462). Nashville, TN. https://doi.org/10.51272/pmena.44.2022 [pdf]
Olarte, R., Swartz, M., & Roberts, S. (2022). Beliefs and Values: Teaching Assistants in an Introductory Proof Course. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Eds.). Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1070–1074). Nashville, TN. https://doi.org/10.51272/pmena.44.2022 [pdf]
Czocher, J., Roan, E., Acevedo, C., & Swartz, M. (2021). The Interface of Quantification and Covariational Reasoning in Real World Scenarios. In Olanoff, D., Johnson, K., & Spitzer, S.M. (Eds.). Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 608–612). Philadelphia, PA. [pdf]