2nd NE RUME Conference

John Kerrigan, Geraldine Cochran, Jillian Mellen, and Antonio Silva (Rutgers University). Self-efficacy in the flipped Calculus II classroom.

Kristen Amman (Rutgers University). Investigating student understanding of self-explanation training to improve proof comprehension.

Joe Olsen (Rutgers University) and Kristen Lew (Texas State University). Mathematicians’ metaphors for describing mathematical practice.

Virginia Thompson, Yonghong L. McDowell (York College – CUNY). A case study comparing student experiences and success in an undergraduate mathematics course offered through online, blended, and face-to-face instruction.

Christian Woods (Rutgers University). Mathematicians’ perceptions of their teaching.

Melissa Haire and Fabiana Cardetti (University of Connecticut). Helping students with mathematical challenges: Peer tutors’ experiences.

Janet Liou-Mark (City Tech – CUNY).The effects of undergraduate research in the environmental sciences on minority and first-generation mathematics-related majors.

Zareen Rahman (James Madison University). Adjunct instructors' opportunities for learning through a research-based mathematics curriculum.

Claire Wladis, Jay Verkuilen, Sydne McCluskey (Graduate Center – CUNY), Kathleen Offenholley, Dale Dawes, Susan Licwinko, and Jae Ki Lee (BMCC – CUNY). Challenges in concept inventory creation: The complex relationship between procedural fluency and conceptual understanding.

Rachel Rupnow (Virginia Tech). Similarities and differences in language for isomorphism and homomorphism.

Tim McCarty and Vicki Sealey (West Virginia University). What is a differential? Ask seven mathematicians, get seven different answers.

Beste Güçler (UMASS - Dartmouth). A discursive approach to teaching and instructional design in university mathematics.

William Martin (North Dakota State University), Draga Vidakovic (Georgia State University), and Laurel Cooley (Brooklyn College – CUNY). PRIUM: Promoting reasoning in undergraduate mathematics.

Jennifer Tobias (Illinois State University) and Dana Olanoff (Widener University). Designing tasks for mathematics content courses for prospective teachers.

Kyle Evans (Trinity College) and Fabiana Cardetti (University of Connecticut). From womb to RUME: The trajectory of social justice mathematics from K-12 to the undergraduate classroom.

Kim Johnson (West Chester University) and Dana Olanoff (Widener University). Using Transformative Learning Theory as a tool for improving mathematics instruction.

Tyler Kloefkorn, Jason Aubrey, Kyle Pounder, and Aditya Adiredja (University of Arizona). Error detection in an introductory proofs course.

Steve Bennoun (Cornell University). Do students really use learning objectives? If so, how beneficial is it for them?

Isabelle Matz and Tony Nguyen (Clemson University). Identifying differences in derivative conceptualization across disciplines: An analysis of mathematics and engineering textbooks.

Nigar Altindis and Nicole L. Fonger (Syracuse University). Exploring pre-service teachers’ representational fluency and functional reasoning.