• Early algebra
• Intuitive knowledge of mathematical ideas
• Teachers’ noticing of learners’ mathematical thinking
• Change in mathematics education
• Mathematical identity making in fiction and nonfiction texts
• Identity making in mathematics education

• Canadian Mathematics Education Study Group (CMESG)
• Fields Institute Center for Mathematics Education (CME)
• National Council of Teachers of Mathematics (NCTM)
• Ontario Association of Mathematics Educators (OAME)
• International Congress on Mathematics Education (ICME)
• North American Chapter of the Psychology of Mathematics Education (PME-NA)
• Psychology of Mathematics Education (PME)
• Mathematics and its Connections to the Arts and Sciences (MACAS)

Partial list

Berkovich, I., & Fellus, O. (accepted). Toward a synchronization theory of school readiness for change: The impact of managerial innovation synchronicity, team communication synchronicity, and team emotional synchronicity on teachers’ readiness for change in schools. Journal of Educational Change.

Fellus, O., Segal, R., Silverman, B., Shriki, A., & Movshoviz-Hadar, N. (2025). Change in mathematics education during a time of crisis: Reflections through the lens of complexity constructs. European Educational Research Journal, 25(2), 253-270. https://journals.sagepub.com/doi/epub/10.1177/14749041251330408

Fellus, O., Low, D. E., Guzmán, L. D., Kasman, A., & Mason, R. T. (2022). Hidden Figures, Hidden Messages: The Construction of Mathematical Identities with Children’s Picture books. For the Learning of Mathematics 42(2), 2−8.

Polotskaia, E., Fellus, O. O., Cavalcante, A., & Savard, A. (2022). Students’ problem solving and transitioning from numerical to relational thinking. Canadian Journal of Mathematics, Science and Technology Education, 22(2), 341−364. https://link.springer.com/content/pdf/10.1007/s42330-022-00218-1.pdf

Farzi, R., & Fellus, O. (2022). Mission Possible: Incorporating academic literacy and readiness into an English intensive program. Bilingualism and Beyond. Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL). Official Languages and Bilingualism Institute (OLBI) Journal / Cahiers de l’OLIB, 12. 263–283. https://uottawa.scholarsportal.info/ottawa/index.php/ILOB-OLBI/issue/view/584

Khamisa, K., Fellus, I. A., Fellus, O., Cheung, W. J., Rousseau, M. (2022). Developing the next generation of medical educators: assessing the impact of a clinical teaching elective offered to senior medical students. International Journal of Medical Education. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9017498/

Kew, K., & Fellus, O. (2022). Borderland education beyond frontiers: Policy, community, and educational change during times of crisis. Policy Futures in Education. https://journals.sagepub.com/doi/pdf/10.1177/14782103221076642

Freiman, V., & Fellus, O. (2021). Closing the gap on the map: Davydov’s contribution to current early algebra discourse in light of the 1960s Soviet debates over word-problem solving. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-020-09989-6

Pelczer, I., Polotskaia, E. & Fellus, O. (2020). La résolution des problèmes écrits : l’étude auprès d’une élève présentant une dyslexie. McGill Journal of Education / Revue des sciences de l’éducation de McGill, 55(2), 326–351. https://doi.org/10.7202/1077971ar

Peer-reviewed book chapters

Fellus, O., & Segal, R. (2026). Towards a nexus model for mathematics teacher educators’ development: A geometry-with-technology course as a case in point. In S. Chorney, O. Chapman, & T. Helliwell (Eds.). Mathematics teacher educator expertise: Experiences, conceptions, learning and development (pp. 73–99). Springer.

Polotskaia, E., Savard, A., Fellus, O., Freiman, V. (2023). Equilibrated development approach to word problem solving in elementary grades: Fostering relational thinking. In K. Robinson (Ed.), Mathematical Teaching and Learning: Perspectives on Mathematical Minds in the Elementary and Middle School Years (pp. 29–50). Cham: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-031-31848-1_3

Peer-reviewed conference proceedings

Segal, R., Biton, Y., & Fellus, (accepted). Students’ and teachers’ perspectives on social-emotional support when learning mathematics via anonymous WhatsApp posts. PME, Helsinki, Finland.

Fellus, O., & Freiman, V. (accepted). Circles, silence, and noticing: Cultivating mathematical voice through silent teaching. MACAS: Circles of Resonance in Mathematics, Sciences, and Arts.

Freiman, V., & Fellus, O. (2024). Spatial reasoning in authentic contexts of an engineering challenge: Tapping into children’s intuitive understanding of relationships between objects and self. The 26th ICMI Study: Advances in Geometry education. Reims, France. https://icmistudy26.sciencesconf.org/data/pages/ICMI_Study_Pre_Proceedings.pdf

Fellus, O., Khan, S., & *La France, S. (2024). Weaving identity in mathematics education: Fads, fictions, fibers, and freedoms / Le tissage d’une identité dans l’enseignement des mathématiques: les modes, les histoires, les ficelles et les libertés. In J. Holm (Ed). Canadian Mathematics Education Study Group (CMESG). https://www.cmesg.org/wp-content/uploads/2024/06/CMESG-GCEDM-2022.pdf

Fellus, O., Freiman, V., *Lurette, O. (2023). Rapturousness in makerspaces: Delight in construction. Proceedings of the International Symposium on Mathematics and its connections to the Arts and Sciences (MACAS), Moncton 2022. IAP.

Freiman, V., Fellus, O., *Lurette, O. (2022). Kindergarten students solving engineering challenges in a STEM lab: Manifestations of spatial reasoning skills. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), University of Sydney, Sydney, Australia, University of Sydney. https://openjournals.test.library.sydney.edu.au/STEMEC2022/article/view/16061

Fellus, O. (2022). Literature and the construction of the mathematical self: The case of picturebooks. Proceedings of the International Symposium on Mathematics and its connections to the Arts and Sciences (MACAS), Moncton 2023. IAP. https://www.umoncton.ca/umcs-macas2022/sites/umcs-macas2022.prod.umoncton.ca/files/wf/17-08-9.pdf

Refereed conference papers

Fellus, O. (2026/May). Whose mathematics is it? Rethinking “ownership” through writing. First-Year Math & Stats in Canada Conference: University Mathematics and Statistics Courses Under the Microscope. McMaster University, Hamilton, Ontario, Canada.

Fellus, O., & Trakulphadetkrai, N. V. (2024/July). Mathematical story picture books and the construction of authorial identity in mathematics: Creating spaces for writing fiction to learn mathematics. International Congress for Mathematical Education (ICME), Sydney, Australia.

Fellus, O., & Freiman, V. (2024/July). “Oh My Gosh! I need to do this!”: Reflections on rapturousness, doing mathematics, and giftedness. International Congress for Mathematical Education (ICME), Sydney, Australia.

Segal, R., & Fellus, O. (2024/July). Changing practices in a changing world: The dynamics of TPACK in a mathematics teacher educators’ task design. International Congress for Mathematical Education (ICME), Sydney, Australia.

Kew, K., Janc-Malone, H., Fellus, O., Le Fevre, D. (2024/March). Educational change post-pandemic: Our school leaders and the rising demands of the profession. Paper Session. The power of protest. Comparative and International Education Society (CIES). Miami, Florida. https://convention2.allacademic.com/one/cies/cies24/index.php?cmd=Online+Program+View+Paper&selected_paper_id=2115961&PHPSESSID=8osvvhmu8hhmjuqs7dbs57ukbh

Janc-Malone, H., Fellus, O., Le Fevre, D., Kew, K. (2024/March). Meaningful and sustainable educational change in a post-pandemic world. Panel Session. The power of protest. Comparative and International Education Society (CIES). Miami, Florida. https://convention2.allacademic.com/one/cies/cies24/index.php?cmd=Online+Program+View+Paper&selected_paper_id=2118926&PHPSESSID=8osvvhmu8hhmjuqs7dbs57ukbh

Fellus, O., Le Fevre, D., Janc-Malone, H., & Kew, K. (2024/April). Epistemic vistas, new frontiers, and uncharted paths: Co-constructing educational possibilities through network synchronization. Paper submitted to the Annual Meeting of the American Educational Research Association (AERA), Dismantling racial injustice and constructing educational possibilities: A call for action. Philadelphia, PA.

Marquez, H. & Fellus, O. (2023/June). Fitting the puzzle pieces: Student engagement and educational technology. Society for Teaching and Learning in Higher Education / La société pour l’avancement de la pédagogie dans l’enseignement supérieur. Charlottetown, PEI.

Fellus, O., Freiman, V., Robichaud, X., Lingley, J. (2023/March). A ray of hope in the socio-ecological turn in mathematics education: What does it take for grade-3 students to build a village? The New Brunswick context. Mathematics Education and the Socio-ecological Turn. International Commission on Mathematical Instruction (ICMI) Symposium on Mathematics Education and the Socio-Ecological.

Biton, Y., Segal, R., & Fellus, O. (2022/February). Students’ perceptions of learning mathematics in the WhatsApp environment through the Bagroup project. Congress of the European Society for Research in Mathematics Education (CERME12), Bolzano, Italy.

Fellus, O., Mujawamariya, D., Mavriplis, C., Fournier, J., & Adatia, S. (2022/April). Blind spots, black holes, and blotted vision: Marshaling deeper understandings of data analysis in research teams. In Leveraging and un-structuring techniques and analysis in qualitative research. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Diego, CA.

Hnatyshen, K., & Fellus, O. (2021/November). Border crossings and discourse spaces: Creating spatial identities through translations of blockheads, potatoes, and fish soup. VocUm: Language, Norm, and Power, November, Montreal, QC.

Farzi, R., & Fellus, O. (2021/April). Mission possible: Developing academic literacy in an English intensive program. Bilingualism and Beyond: Advancing the Thinking on Pedagogies, Policies, and Practices, Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL), University of Ottawa, Ottawa, ON.

Li, R., & Fellus, O. (2020/November). The discourse in translated children’s fiction: A case study of the Chinese translation of The Boy in The Dress. VocUm: Language, Norm, and Power, November, Montreal, QC.

Invited talks

Fellus, O., & Segal, R. (December 10, 2025). Visualizing understanding: The role of dynamic technology in addressing persistent geometry misconceptions. The Fields Institute for Research in Mathematical Sciences. Toronto, Ontario.

Fellus, O. (December 10, 2024). Why Can’t I be a Mathematician? Reflections on self-regulation in contexts of innovative technologies in mathematics education. Incorporating technologies in teaching mathematics: Conference honoring Ada Lovelace’s birthday. The Fields Institute for Research in Mathematical Sciences. Toronto, Ontario.

Fellus, O., Khan, S., & La France, S. (May 27-29, 2022). Weaving Identity in Mathematics Education: Fads, Fictions, Fibers, and Freedoms. https://www.cmesg.org/wp-content/uploads/2022/05/CMESG-2022-Program-English.pdf

Fellus, O. (January 18, 2022). SEL in math!? The why, the what, and the how. Teacher Education Program, PLC. Faculty of Education, University of Ottawa.

Fellus, O. (December 16, 2021). Institutionalized discrimination and systemic oppression in higher education. Anti-racism conversation group. Faculty of Education, University of Ottawa.

Fellus, O. (June 23, 2021). Racism in academic contexts. Conversation about anti-racism in education. Anti-racism conversation group. Faculty of Education, University of Ottawa.

Fellus, O. (May 12, 2021). Demystifying mathematics: Socio-emotional learning and identity making in mathematics education. Ottawa Catholic School Board, Professional Development Day.

Fellus, O. (April 23, 2021). Social-emotional learning in mathematics education. The Fields Institute for Research in Mathematical Sciences: MathEd Forum. http://www.fields.utoronto.ca/sites/default/files/uploads/MathEd%20Forum%20Agenda%20for%20April%202021.pdf

Kew, K. & Fellus, O. (2021/March). Using Twitter as social media to enhance teaching and learning for graduate students: An international collaboration NMSU 2021 Quality in Online Education Conference. New Mexico State University, Las Cruces, New Mexico.

Fellus, O. (July 9, 2020). R²ESP: Writing, revising, editing, and submitting papers for publications [guest speaker]. Professor Kristin Kew, School of Teacher Preparation, Administration, and Leadership (TPAL), Educational Leadership & Administration, New Mexico State University.

Fellus, O. (April 10, 2020). Five Minutes on K-12 Online Learning with Dr. Fellus. Virtual School Meanderings with Dr. Michael Barbour  https://virtualschooling.wordpress.com/2020/04/24/5-minutes-on-k-12-online-learning-with-osnat-fellus/

Fellus, O. (February 26, 2020). The co-construction of mathematical identity with picturebooks: The case of Shetterly, M. L. (2018) Hidden figures: The true story of four black women and the space race. New York, NY: HarperCollins. uOttawa Women in Mathematics.

Fellus, O. (January 29, 2020). The co-construction of mathematical identity with picturebooks: The case of Reisberg, J., & Hohn, D. (Illustrator). (2006). Zachary Zormer Shape Transformer: A math adventure. Watertown, MA: Charlesbridge. uOttawa Women in Mathematics.

Mason, R., Fellus, O., Low, E. D., Kasman, A., & Guzmán, L. (January 25, 2020). Myths, identities, and socioculturally available narratives: Toward understanding how picture books shape children’s mathematical identities. The Fields Institute for Research in Mathematical Sciences: MathEd Forum. http://www.fields.utoronto.ca/video-archive/2020/01/1574-22111

• EDUC 4P75 Ethnomathematics
• EDUC 5P92 Introduction to Educational Research
• EDUC 5P55 Mathematics in the Curriculum
• EDBE-8P44 Mathematics II Primary/Junior
• EDBE-8P39 Teaching Primary / Junior Mathematics I