F. Cardetti and D. Mittenhuber (2005). Local controllability for linear control systems on Lie groups. J. Dyn. Control Syst. 11(3), 353--373.

F. Cardetti and M. Gordina (2008). A note on local controllability on Lie groups. Systems Control Lett. 57(12), 978--979.

F. Cardetti and Y. S. Choi (2009). A parabolic-hyperbolic system modeling a moving cell. Electron. J. Diff. Eqns. 2009(95), 1--11.

F. Cardetti, N. Khamsemanan, and M. C. Orgnero (2010). Insights regarding the usefulness of partial notes in mathematics. Journal of the Scholarship of Teaching and Learning, 10(1), 80--92.

F. Cardetti and P. J. McKenna (2010, April/May). Out of the mouths of babes and sucklings: What motivate calculus students to learn. MAA FOCUS, April/May 2010, p.16.

F. Cardetti, M. Truxaw, and C. Bushey (2010). Influences of mathematics content courses on elementary preservice teachers. In Brosnan, P., Erchick, D. B., and Flevares, L. (Eds.). Proceedings of the thirty-second Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, OH: The Ohio State University.

M. Truxaw, F. Cardetti, and C. Bushey (2010). Expertise³: Outcomes of instructor collaboration on elementary teacher education in mathematics. Northeastern Educational Research Association Conference Proceedings, Paper 12.

F. Cardetti and P. J. McKenna (2011). In their own words: Getting pumped for calculus. Problems, Resources, and Issues in Mathematics Undergraduate Studies PRIMUS, 21(4), 351--363.

F. Cardetti and A. Savkar (2011, April). In-person to Online: Reaching students in large lectures. MAA Online Innovative Teaching Exchange.

A. Savkar and Cardetti F. (2011). Pedagogy in large lecture calculus - Technology to the rescue. In Gómez Chova, L., Martí Belenguer, D., and López Martínez, A. (Eds.), Proceedings to EDULEARN11 International Conference on Education and New Learning Technologies, Barcelona, Spain, 5104--5113.

F. Cardetti, M. Truxaw, and C. Bushey (2011). Impact of mathematics content courses on elementary preservice teachers' confidence in teaching mathematics. Connecticut Mathematics Journal, Fall 2011, 2--17.

F. Cardetti (2011). Contributing to self-efficacy perceptions of elementary preservice teachers through math content courses. In Wiest, L. R., and Lamberg, T. (Eds.), Proceedings of the thirty-third Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV: University of Nevada, Reno, 1358--1366.

F. Cardetti and P. J. McKenna (in press). Anatomy of a multi-section calculus semester: A students-eye view. Problems, Resources, and Issues in Mathematics Undergraduate Studies PRIMUS.

UConn MLA: Math Leadership Academy. ($381,130; 1 yr.) Teacher Quality Partnership Grant Program - State Department of Higher Education. Co-Principal Investigator with Mary Truxaw and Megan Staples from the Neag School of Education. (2011-2012)

NSF Robert Noyce Scholarship Program. ($899,819; 5 yrs.) National Science Foundation. Co-Principal Investigator with Thomas DeFranco, Charles Vinsonhaler, Mike Alfano (Neag School of Education) and Juliet Lee (MSCB). (2009-2014)

Project IMPACT. ($5,000; 1yr.) Teachers for a New Era Research Grant Competition. Principal Investigator with Mary Truxaw from Neag School of Education. (2011-2012)

Professional Noticing of Mathematical Discourse-Related Practices by a Pre-service and an In-service Teachers. ($4,898; 1yr.) Teachers for a New Era Research Grant Competition. Co-Principal Investigator with Tutita Casa from Neag School of Education. (2011-2012)

Pedagogy in Large Lectures. ($10,000; 2yrs.) Provost's Office General Education Course Development Grant Competition. Co-Principal Investigator with Amit Savkar. (2010-2012)

MathQuEST: Math Quality Education for Students and Teachers. ($110,000; 1yr.) Teacher Quality Partnership Grant Program - State Department of Higher Education. Principal Investigator with Tom Roby. (2006-2007)