Program

for the Special Interest Group of the Mathematical Association of America
 on Research in Undergraduate Mathematics Education


Eleventh Conference on Research in
Undergraduate Mathematics Education


DoubleTree Hotel, San Diego - Mission Valley, California
February 28 – March 2, 2008



THURSDAY, FEBRUARY 28

5:00 pm – 7:00 pm

Registration – Windows Lounge Hallway

7:00 pm – 7:15 pm

Welcome – San Diego I & II

7:15 pm – 8:15 pm

Plenary

San Diego I & II 

John Mason

Phenomenal Mathematics at University Level

 

8:15 pm – 10:00 pm

Reception - Fountain Café



FRIDAY, FEBRUARY 29

7:30 am – 5:00 pm

Registration – Southeast Foyer

7:30 am – 8:30 am

Continental Breakfast – Sonoma I

8:30 am – 9:00 am 

Contributed Reports

Ballroom I

Susan Nickerson

Ian Whitacre

A Local Instruction Theory for Students’ Development of Number Sense

Ballroom II

Hope Gerson

Janet Walter

How Blending Illuminates Individual and Collective Understandings of Calculus

Ballroom III

April D. Strom

Secondary teachers' ways of thinking about exponential functions: An emerging framework and analysis

 

9:10 am – 9:40 am

Contributed Reports

Ballroom I

Todd A. Grundmeier

Jenna Babcock

Sarah Odom

Prospective Secondary Mathematics Teachers’ Conceptions of Rational Numbers

Ballroom II

Carla van de Sande

Gaea Leinhardt

Drawing Conclusions about Diagram Use in an Online Forum

Ballroom III

Michelle Zandieh

Jessica Knapp

Kyeong Hah Roh

When Students Prove Statements of the Form (P Q) Ž (R S

 

9:50 am – 10:20 am

Contributed Reports

Ballroom I

Sharon Strickland

Proofs, Purposes and Participation in Undergraduate Mathematics

Ballroom II

Nicole Engelke

Developing the Solution Process for Related Rates Problems Using Computer Simulations

Ballroom III

Draga Vidakovic

Laurel A. Cooley

William O. Martin

Michael Meagher

Making Connections Between the Study of Linear Algebra Content and the Study of Learning Theories

 

10:20 am – 10:50 am

Coffee Break – Southwest Foyer

10:50 am – 11:20 am

Preliminary Reports

Ballroom I

Patricia Byers

The Effect of Trigonometric Representations on Mathematical Transitions

Ballroom II

David E. Brown

Brynja Kohler

James Cangelosi

The Development and Evaluation of a Program for Improving and Assessing the Teaching of Mathematics and Statistics

Ballroom III

Kathy Tomlinson

Cooperative Guided Reflection for Optimization Problem Solving

Ballroom V

Joanna Bartlo

Sean Larsen

Elise Lockwood

Scaling Up Instructional Activities: Lessons Learned from a Collaboration between a Mathematician and Mathematics Education Researcher

Ballroom VI

Gulden Karakok

Barbara Edwards

Students’ Understanding on Eigenvalues and Eigenvectors in Physics Setting and Implementation of Actor-Oriented Transfer Framework

Ballroom VII

Heath Proskin

A Workshop Based Approach to Calculus Pedagogy Preliminary Research Report

 

11:30 am – 12:00 pm

Preliminary Reports

Ballroom I

Sarah Neerings

Jamie Vergari

Students’ Understanding and Use of Representations with Vector Concepts

Ballroom II

Daniel H. Jarvis

Zsolt Lavicza

Chantal Buteau

Computer Algebra Systems (CAS) in University Mathematics Instruction: A Preliminary Research Report Investigating CAS Technology Usage and Sustainability

Ballroom III

Yi-Yin Ko

Eric Knuth

Haw-Yaw Shy

Taiwanese Undergraduates’ Proof Performance in the Domain of Continuous Functions

Ballroom V

Nissa Yestness

Hortensia Soto-Johnon

Abstract Algebra: Proofs and Diagrams

Ballroom VI

Reka Szasz

Developing a “Mathematics for Teachers” course for a new concurrent teacher education program

Ballroom VII Aladar Horvath Looking at calculus students’ understanding from the inside-out: The relationship between the chain rule and function composition

 

12:00 pm – 1:30 pm

Lunch –Ballroom IV

The future of RCME: An open discussion, moderated by
Pat Thompson, Chris Rasmussen, and Karen Marrongelle
   

1:30 pm – 2:30 pm

Plenary

Ballroom V

David Hammer

Attending and Responding to Students' Epistemologies in Physics Instruction

 

2:40 pm – 3:10 pm  

Contributed Reports 

Ballroom I

Iwan R. Elstak

College Students’ Understanding of Rational Exponents: A Teaching Experiment

Ballroom II

Joseph F. Wagner

Natasha M. Speer

An Examination of the Knowledge Needed by a Mathematician to Teach an Inquiry-Oriented Course in Differential Equations

Ballroom III

Jessica Knapp

Kyeong Hah Roh

Students’ Notions of Convergence in an Advanced Calculus Course

 

3:10 pm – 3:40 pm

Coffee Break - Southwest Foyer

3:40 pm – 4:10 pm

Preliminary Reports

Ballroom I

Katrina Piatek-Jimenez

“So I’ve Chosen to Major in Math.  Now What?”: Mathematics Students’ Knowledge of Future Career Options

Ballroom II 

Stacy Brown

Exploring Epistemological Obstacles to the Development of Mathematic Induction

Ballroom III

Rachael H. Kenney

The Influence of Symbols on Students’ Problem Solving Goals and Activities

Ballroom V

Irini Papaieronymou

Essential Knowledge of Probability for Prospective Secondary Mathematics Teachers

Ballroom VI

Amy Jeppsen

Opportunities to learn mathematics for teaching at community colleges

Ballroom VII

Jason K. Belnap

Michelle Giullian

Discourse Analysis: The problematic analysis of unstructured/unfaciliatated group discussions

 

4:20 pm – 4:50 pm

Preliminary Reports

Ballroom I

Janet Thiel

The Ying and Yang of Academic Emotions in Undergraduate Mathematics

Ballroom II

Yvette Nicole Johnson

Jennifer Kaplan

The Assessment of Quantitative Literacy at a Large Public Institution

Ballroom III

Shandy Hauk

Allison Toney

Women with advanced degrees in mathematics in doctoral programs in mathematics education

Ballroom V

Ching-chia Ko

Barbara Edwards

Gulden Karakok

How activity based learning in introductory mathematics courses impacts college student’s attitude toward mathematics

Ballroom VI

Hollylynne Lee

J. Todd Lee

Emphasizing coordination of measures of center and spread via focus on intervals instead of point values

Ballroom VII

Christine Larson

Michelle Zandieh

Chris Rasmussen

A Trip Through Eigen Land: Where most roads lead to the direction associated with the largest eigenvalue

 

5:00 pm – 5:30 pm

Preliminary Reports

Ballroom I 

Diana May

Shawn Glynn

A Mathematics Self-Efficacy Questionnaire for College Students

Ballroom II 

Jacqueline Dewar

What is Mathematics: Student and Faculty Views

Ballroom III 

JenqJong Tsay

Exploration of the role of mathematical discourse in constructing mathematical object

Ballroom V

Margret A. Hjalmarson

John R. Buck

Kathleen E. Wage

Translating Information from Graphs into Graphs: Signals Processing

Ballroom VI

Karen Allen Keene

Michael Glass

Undergraduate mathematics tutoring: Concepts or procedures?

 

6:00 pm – 7:30 pm

Dinner – Brickstones

 


SATURDAY, MARCH 1

7:30 am – 2:30 pm

Registration – Southeast Foyer

7:30 am – 8:30 am

Continental Breakfast – Southwest Foyer

8:30 am – 9:00 am 

Contributed Reports

Ballroom I

Kosze Lee

Jack Smith

Exploring the Students’ Conceptions of Mathematical Truth in Mathematical Reasoning

Ballroom II  

Jason Belnap

Michelle Giullian

Teaching Discussion Among Graduate Mathematics Teaching Assistants: Elements Contributing to Teaching Discourse

Ballroom III 

Luis Saldanha

Sean Larsen

Leveraging Teachers’ Informal Understandings of Function for Conceiving Composition of Functions as Combining Transformations

 

9:10 am – 9:40 am

Contributed Reports

Ballroom I  

Maria Trigueros

Modeling in a Dynamical System course

Ballroom II 

Barbara Edwards

College Physics Majors’ Mathematical Thinking and Problem-Solving Skills

Ballroom III

Janet Walter

Tara Rosenlof

Hope Gerson

Semantic Warrants, Mathematical Referents, and Creativity in Theory Building

 

9:50 am – 10:20 am

Contributed Reports

Ballroom I 

Hortensia Soto-Johnon

RaKissa Dodgen Cribari

Ann Wheeler

The Impact of Written Reflections in a Geometry Course for  Pre-service Elementary Teachers

Ballroom II  

Aditya P. Adiredja

Randi A. Engle

Danielle Champney

Amy Huang

Mark Howison

Niral Shah

Pegah Ghaneian

Explaining Student Success in One PDP Calculus Section: A Progress Report

Ballroom III

Keith Weber

How do undergraduates learn about advanced mathematical concepts by reading text?

 

10:20 am – 10:50 am

Coffee Break – Southwest Foyer 

10:50 am – 11:50 am

Plenary

Ballroom V

Anna Sierpinska

Institutional Perspective in Research in Mathematics Education

 

11:50 pm – 1:00 pm

Lunch – Tennis Patio – Weather Backup Ballroom IV

1:00 pm – 1:30 pm

Contributed Reports

Ballroom I

Andreas Stylianides

Gabriel Stylianides

Enhancing Undergraduate Students’ Understanding of Proof

Ballroom II 

Jennifer Noll

An Investigation of Graduate Teaching Assistants’ Statistical Knowledge for Teaching

Ballroom III

Vilma Mesa

Peichin Chang

Analysis of Stance in Two Interactive Mathematics Lessons

 

1:40 pm – 2:10 pm

Contributed Reports

Ballroom I

Todd A. Grundmeier

Jacey Branchetti

Joaquin Castillo

Carla Scherer

Implications of Undergraduates’ Conceptions of Function

Ballroom II

Allison McCulloch

Calculus Students’ Perceptions of Graphing Calculators and Play:  Am I ‘Doing Math’?

Ballroom III

Chris Rasmussen

Oh Nam Kwon

A Framework for Interpreting Inquiry-Oriented Teaching

 

2:20 pm – 2:50 pm

Contributed Reports

Ballroom I

Craig Swinyard

Students’ Reasoning about the Concept of Limit and Entailments of Formalizing the Concept: An Evolving Cognitive Model

Ballroom II

Sepideh Stewart

Michael O. J. Thomas

Linear Algebra Thinking: Embodied, Symbolic and Formal Aspects of Linear Independence

Ballroom III

Karla M. Childs

Graduate Teaching Assistant Instructor Expertise and Algebra Performance of College Students

 

2:50 pm – 3:20 pm

Coffee Break  – Southwest Foyer

3:20 pm – 3:50 pm

Preliminary Reports

Ballroom I

Stacey A. Bowling

Kevin C. Moore

The Development of Covariational Thinking in a College Algebra Course

Ballroom II

Sundari Muralidhar

Nacanieli Rika

Students’ Ideas About Mathematics (SIAM) and Students’ Ideas About Accounting  (SIAAF):  A Study of qualitative comparison of perceptions held by male and female students enrolled in a first year degree Accounting (AF) course

Ballroom III

Michael B. Scott

Student Learning Using Online Homework in Mathematics

Ballroom V

Evan Fuller

Osvaldo Soto

Guershon Harel

Alfred Manaster

In-Service Teachers’ Proof Schemes in Transition

Ballroom VI

Chris Rasmussen

Michelle Zandieh

The Emergence of a Complex Graphical Inscription: The Case of a Bifurcation Diagram

 

4:00 pm – 4:30 pm

Preliminary Reports

Ballroom I

Tommy Smith

Bernadette Mullins

Malenie Shores

Rachel Cochran

A Partnership to Promote Inquiry-Based Mathematics Instruction

Ballroom III

John Selden

Annie Selden

Consciousness in Enacting Procedural Knowledge

Ballroom V

Philip Clark

Kevin Moore

Kate Mullen

Documenting “Speaking with meaning” in a College Algebra Course

Ballroom VI

Ricardo Nemirovsky

Michael Smith

Imagining the Imperceptible

 

4:40 pm – 5:40 pm

Plenary

Ballroom V

Judith Grabiner

Why Should Historical Truth Matter to Math Teachers?

 

6:00 pm – 8:00 pm

Dinner – On Your Own



SUNDAY, MARCH 2

7:40 am – 8:40 am

Continental Breakfast – Southwest Foyer

8:40 am – 9:10 am 

Contributed Reports

Ballroom I

Bob Speiser

Chuck Walter

Models as tools, especially to help make sense of calculations

Ballroom II

Antonio Olimpio Jr.

First-year Mathematics Majors' Understandings of the Limit Concept and a Possible New Role for the Concept of Operation

 

9:20 am – 10:20 am

Panel Discussion on Doctoral Programs in Mathematics Education

Ballroom V

Shandy Hauk

Hollylynne Lee

Karen Marrongelle

Keith Weber

Panelists will discuss the state of doctoral programs in mathematics education in the United States drawing on results and discussions from the national conference on Doctoral Programs in Mathematics Education: Progress in the Past Decade.

 

10:20 am – 10:50 am

Coffee Break – Southwest Foyer

10:50 am – 11:20 am

Preliminary Reports

Ballroom I

Matthew G. Jones

Gwen Brockman

Impact of Structured Lesson Planning for Adjunct Mathematics Faculty on Classroom Teaching

Ballroom III

Abbass Sharif

The Relationship between Blogging and Students’ Achievement in an Introductory Undergraduate Mathematics Course

Ballroom V

Susan Addington

Madeleine Jetter

When is an “Impoverished” Model for a Mathematical Concept Best?  The Case of Prime Factorization

Ballroom VI

Annie Selden

John Selden

Kerry McKee

The Role of Nonemotional Cognitive Feelings in Constructing Proofs

 

11:30 am – 12:00 pm

Preliminary Reports

Ballroom I

Beste Gucler

Implications of history for mathematics education: The case of limit

Ballroom II

Ami Mamolo

Constrained by Knowledge: the Case of Infinite Ping-Pong Balls

Ballroom III

Bernadette Mendoza-Spencer

Shandy Hauk

Novice College Mathematics Instructors’ Knowledge for Teaching

Ballroom VI

Atma Sahu

Investigating the Effectiveness of Technologies Interventions by Assessing Learning Outcomes of Online-College Algebra Undergraduate Students