Lidia Gonzalez (York College – CUNY) and the PCRG are organizing the 3rd Northeastern Conference on Research in Undergraduate Mathematics Education. The conference will be held on October 5, 2019, in York College – CUNY, NY. Further details about registration and abstract submission can be found here.
Recently published papers
- Lew, K., & Mejía-Ramos, J. P. (accepted). Linguistic conventions of mathematical proof writing at the undergraduate level: Mathematicians’ and students’ perspectives. Accepted for publication in Journal for Research in Mathematics Education.
- Weber, K., Lew, K., & Mejía-Ramos, J. P. (accepted). Using expectancy value theory to account for students' mathematical justifications. Accepted for publication in Cognition and Instruction.
- Johnson, E., Keller, R., & Fukawa-Connelly, T. (2018). Results from a survey of abstract algebra instructors across the United States: Understanding the choice to (not) lecture. International Journal of Research in Undergraduate Mathematics Education, 4(2), 254-285.
- Byrne, M., Hanusch, S., Moore, R., & Fukawa-Connelly, T. (2018) Student interpretations of written comments on graded proofs. International Journal of Research on Undergraduate Mathematics Education, 4(2), 228-253.
- Fukawa-Connelly, T., Weber, K., & Mejía-Ramos, J. P. (2017). Informal content and student note-taking in advanced mathematics classes. Journal for Research in Mathematics Education, 48(5), 567-579. [preprint] [journal]
- Stylianides, G., Stylianides, A. & Weber, K. (2017). Research on the teaching and learning of proof: Taking stock and moving forward. In J. Cai (Ed.) Compendium for Research in Mathematics Education (pp.237-266). National Council of Teachers of Mathematics: Reston, VA. [preprint]
- Dawkins, P., & Weber, K. (2017). Values and norms of proof for mathematicians and students. Educational Studies in Mathematics, 95(2), 123-142. [journal]
- Mejía-Ramos, J. P., Lew, K., de la Torre, J., & Weber, K. (2017). Developing and validating proof comprehension tests in undergraduate mathematics. Research in Mathematics Education, 19(2), 130-146. [preprint] [journal]
- Weber, K., Fukawa-Connelly, T., Mejía-Ramos, J.P., & Lew, K. (2016). How to help students understand lectures in advanced mathematics. Notices of the American Mathematical Society, 63(10), 1190-1193. [journal]
- Fukawa-Connelly, T., Johnson, E., & Keller, R. (2016). Can math education research improve the teaching of abstract algebra? Notices of the American Mathematical Society, 63(3), 276-281. [journal]
- Weber, K. (2016). Mathematical humor: Jokes that reveal how we think about mathematics and why we enjoy it. The Mathematics Intelligencer, 38, 56-61. [preprint]
- Lew, K., Fukawa-Connelly, T., Mejía-Ramos, J. P., & Weber, K. (2016). Lectures in advanced mathematics: Why students might not understand what the professor is trying to convey. Journal for Research in Mathematics Education, 47, 162-198. [preprint]
- Zhen, B. Mejía-Ramos, J. P. & Weber, K. (2016). Mathematics majors’ perceptions on the permissibility of graphs in proofs. International Journal for Research in Undergraduate Mathematics Education, 2, 1-29. [preprint]
- ULTRA. Upgrading Learning for Teachers in Real Analysis is an NSF-funded collaborative project to design, implement, and assess an innovative real analysis course for pre-service and in-service mathematics teachers. [site]