Neumann, M. D., Lathem, S., & Riker, M. (2016) Resisting cultural expectations: Women remaining as civil and environmental engineering majors. Journal of Women and Minorities in Science and Engineering, 22(2), 139-158.
Olofson, M., Swallow, M., & Neumann, M. D. (2016). TPACKing: A constructivist framing of TPACK to analyze teachers' construction of knowledge. Computers and Education, 95, 188-201.
Snapp, R., & Neumann, M. D. (2015). An amazing algorithm. Teaching Mathematics in the Middle School, 20(9), 540-547.
Smith, C. P., & Neumann, M. D. (2014). Scratch it out! Enhancing geometrical understanding. Teaching Children Mathematics, 21(3), 185-188.
Neumann, M. D. (2014). Mathematics teaching: Listening, probing, interpreting, and responding to children's thinking. Investigations in Mathematics Learning, 6(3), 1-28.
Neumann, M. D. (2014). Preservice teachers’ understanding of gender equity in K-6 mathematics teaching. Teacher Education and Practice, 27(1), 90-117.
Halladay, J., & Neumann, M. D. (2012). Connecting reading comprehension to mathematical problem-solving strategies. The Reading Teacher, 65(7) 471-77. doi:10.1002/TRTR.01070
Neumann, M. D., Jones, L. C., & Webb, P. T. (2012). Claiming the political: The forgotten terrain of teacher leadership knowledge. Action in Teacher Education, 34(1), 1-11. doi:10.1080/01626620.2012.642279
Hayden, N., Rizzo, D., Dewoolkar, M., Neumann, M. D., Lathem, S., & Sadek, A. (2011). Incorporating a systems approach into civil and environmental engineering curricula: The effect of student work, and student and faculty attitudes. Advances in Engineering Education, 2(4).
Lathem, S., Neumann, M. D., & Hayden, N. (2011). The socially responsible engineer: Assessing student attitudes of roles and responsibilities. Journal of Engineering Education, 100(3), 444 – 474. doi:10.1002/j.2168-9830.2011.tb00022.x
Dewoolkar, M., George, L., Hayden, N., & Neumann, M. D. (2009). Hands-on undergraduate geotechnical engineering modules in the context of effective learning pedagogies, ABET outcomes, and curricular reform. Journal of Professional Issues in Engineering Education and Practice, 135(4), 161-175. doi:10.1061/(ASCE)1052-3928(2009)135:4(161)
Jones, L. C., Webb, P. T., & Neumann, M. D. (2008). Claiming the contentious: Literacy teachers as leaders of social justice principles and practices. Issues in Teacher Education, 17(1), 7-15.
Neumann, M. D., Jones, L. C., & Webb, P. T. (2007). Developing teachers’ leadership knowledge: Pillars for the ‘New Reform’. Teaching Education Journal, 18(3), 233-244. doi:10.1080/10476210701535030
Neumann, M. D. (2007). Preservice teachers examine gender equity in teaching mathematics. Teaching Children Mathematics, 13, 388-395.
Neumann, M. D. (2005). Freedom quilts: Mathematics on the Underground Railroad. Teaching Children Mathematics, 11, 316-321.
Webb, P. T, Neumann, M. D., & Jones, L. C. (2004). Politics, school improvement, and social justice: A pluralistic view of teacher leadership and teacher power. The Educational Forum, 68, 254-262. doi:10.1080/00131720408984637
Neumann, M. D. (2003). Uncovering the mathematics and cultural significance of Northern Plains Native American Star Quilts. Mathematics Teaching in Middle School, 8, 230 - 236.
Neumann, M. D., Jones, L. C., & Webb, P. T. (2012). Developing teacher leaders to transform classrooms, schools, and communities. In F. Miller & C. Camp-Yeakey (Eds.), Transforming learning environments: Strategies to shape the next generation (pp. 3-22). London: Emerald GroupPublishing Limited. doi:10.1108/S1479-3660(2012) 0000016004