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James A. Mendoza Alvarez

Name

[Alvarez, James A. Mendoza]
  • Professor, Department of Mathematics
  • Distinguished Teaching Professor

Professional Preparation

    • 1996 Ph.D. in MathematicsUniversity of Texas at Austin (UT)
    • 1987 B.S. in Mathematics & PhysicsTexas A & M University-Commerce

Appointments

    • Sept 2017 to Present Professor
      University of Texas at Arlington   Department of Mathematics
    • Jan 2012 to Present Graduate Advisor (MA in Mathematics Program)
      The University of Texas at Arlington    Department of Mathematics
    • Aug 2005 to Aug 2017 Associate Professor
      University of Texas at Arlington
    • Aug 2001 to Aug 2005 Assistant Professor
      University of Texas at Arlington
    • Aug 1998 to Aug 2001 Assistant Professor
      Texas Tech University
    • Aug 1996 to Aug 1998 Postdoctoral Fellow
      University of Texas at Austin (UT)   Charles A. Dana Center for Mathematics and Science Education

Awards and Honors

    • Sep  2016 UT Arlington Outstanding Honors College Faculty Award sponsored by Honors CollegeOffice of the Provost and Vice President for Academic AffairsOffice of the PresidentUniversity of Texas at Arlington
    • Mar  2015 Faculty Best Paper Award, 2015 American Society for Engineering Education Gulf Southwest (ASEE-GSW) Conference, 3rd place sponsored by American Society for Engineering Education Gulf Southwest Section
    • Apr  2012 UTA Academy of Distinguished Teachers sponsored by University of Texas at Arlington Award Details
    • Mar  2012 Mathematical Association of America Texas Section Award for Distinguished College or University Teaching of Mathematics sponsored by Texas Section of The Mathematical Association of America
    • Apr  2009 The University of Texas at Arlington’s Innovation in Teaching Award sponsored by University of Texas at Arlington

Research and Expertise

  • Dr. James A. Mendoza Álvarez

    Mathematics Education: Mathematical Problem Solving, Mathematics-specific Technologies for Teaching, Calculus, Curriculum and Program Development

Publications

      Conference Proceeding 2015
      Journal Article 2015
      • James  A. Mendoza Epperson & Kathryn Rhoads (2015). Choosing high-yield tasks for the mathematical development of practicing secondary teachers.  Journal of Mathematics Education at Teachers College, 6(1), 37-44.

        {Journal Article }

      Book Chapter 2015
      • Pollatsek, H., Winkel, B., Abell, M., Epperson, J., Shepherd, M., Yoshiwara, B. & Wangberg, A. (2015). Technology and the Mathematics Curriculum. 2015 CUPM Curriculum Guide to Majors in the Mathematical Sciences. Washington, DC: The Mathematical Association of America, 81-93.

        {Book Chapter }

      Conference Proceeding 2014
      • Epperson, J.A.M. & Byrns, A. (2014). Studying the Role of Dynamic Visualizations in Learning Transformations of Functions, 6th International Conference on Education and New Learning Technologies Proceedings, 390-399.

        {Peer Reviewed }
      2014
      • Cordero, M., Epperson, J.A.M. & Jorgensen, T. (2014). Linking Mathematics Research to Secondary School Classrooms: The GK-12 MAVS Program. 6th International Conference on Education and New Learning Technologies Proceedings, pp 4715-4723.

        {Peer Reviewed }
      2014
      • Epperson, J.A.M. & Peterson, L. (2014). Using Modified Emerging Scholars Program Concepts In Professional Development for Tutors, Sixth Annual First Year Engineering Experience Conference Proceedings, T4C1-T4C3.

        {Conference Proceeding }

      Journal Article 2014
      • Dawkins, P.C. & Epperson, J.A.M. (2014). The development and nature of problem solving among first-semester calculus students. International Journal of Mathematical Education in Science and Technology, Volume 45, Issue 6, pp 839-862.

        {Peer Reviewed }

      Conference Proceeding 2013
      • Epperson, J.A.M. & Sutton, J.M.S. (2013). Toward Developing an Instrument Assessing the Effects of Student Generated Worked Examples in Calculus. Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago, pp 765-768.

        {Peer Reviewed }
      2013
      • Peterson, L., Epperson, J., Lopez, R. Schug, K., & Tiernan, C. (2013). Experience with a Modified Emerging Scholars Program in High-Loss Mathematics and Chemistry Courses. Fifth Annual First Year Engineering Experience Conference Proceedings, F1A1-F1A3.

        {Conference Proceeding }

      Journal Article 2011
      • Quebec-Fuentes, S., Parker, Y., Epperson, J.A.M., Kribs Zaleta, C. M., Jorgensen, T., Mallum, W., Gawlik, C.,  Eddy, C. (2011). A Cross-Institutional Collaborative Model, Academic Exchange Quarterly, Vol. 15, (4), pp 160-165.
        {Journal Article }

      Conference Proceeding 2010
      • Cory, B., Dawkins, P., Eddy, C., Epperson, J.A.M., Fuentes, S. Q., Gawlik, C., Jones, D., Jorgensen, T., Mallam, W., Ward, E., & Wheeler, A. (2010). Developing Models for Localized Cross-Institutional Mathematics Education Research Groups. In Brosnan, P., Erchick, D. B., & Flevares, L. (Eds.), Proceedings of the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp 1598-1605). Columbus, OH: The Ohio State University.
        {Conference Proceeding }

      Book 2010
      • Maletsky, E. M., McLeod, J., Andrews, A. G., Bennett, J. M., Cordero-Epperson, M., Dixon, J. K., Epperson, J. A. M., Luckie, L., Larson, M., Molina, D. D., Norwood, K. S., Newman, V., Scheer, J. K., Roby, T., Wright, D. (2010). North Carolina Math (Grades 1 – 6 Student and Teachers’ Editions). Orlando, FL: Houghton Mifflin Harcourt School Publishers.
        {Book }
      2010
      • Maletsky, E. M., McLeod, J., Andrews, A. G., Bennett, J. M., Cordero-Epperson, M., Dixon, J. K., Epperson, J. A. M., Luckie, L., Larson, M., Molina, D. D., Norwood, K. S., Newman, V., Scheer, J. K., Roby, T., Wright, D. (2010). South Carolina Math (Grades 1 – 6 Student and Teachers’ Editions). Orlando, FL: Houghton Mifflin Harcourt School Publishers.
        {Book }

      Book 2009
      • Maletsky, E., Roby, T., Epperson, J. A. M., Noorwood, K. S., et al. (2009). HSP Math Series: National Edition (Grades K-6, Student and Teachers' Editions). Orlando, FL: Houghton Mifflin Harcourt School Publishers.
        {Book }

      Book 2008
      • Maletsky, E., Andrews, A. G., Cordero-Epperson, M., Epperson, J. A. M., Montalto, B., Noorwood, K. S., Scheer, J. K., Bennett, J. M., Dixon, J., & Luckie, L. (2008). Texas HSP (Spanish) Math Series (Grades K-5 Student and Teachers' Editions). Harcourt School Publishers.
        {Book }
      2008
      • Maletsky, E., Andrews, A. G., Cordero-Epperson, M., Epperson, J. A. M., Montalto, B., Noorwood, K. S., Scheer, J. K., Bennett, J. M., Dixon, J., & Luckie, L. (2008). Texas HSP Math Series (Grades K-5 Student and Teachers' Editions). Harcourt School Publishers.
        {Book }

      Conference Proceeding 2007
      • Dawkins, P. & Epperson, J. A. M. (2007). Effects of Focused Mathematical Problem Solving Experiences on First-semester Calculus Students
        {Conference Proceeding }

      Conference Proceeding 2006
      • Epperson, J. A. M. & Peters, J. (2006). Alternative Teaching Strategies' Affect on Inservice Secondary Mathematics Teachers' Attitudes and Beliefs About Mathematics Pedagogy. In S. Alatorre, J. Cortina, M. Sáiz, & A. Méndez. (Eds.), Proceedings of the 28th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 839). Mérida, Yucatán, México: Universidad Pedagógica Nacional.
        {Conference Proceeding }

      Journal Article 2005
      • Epperson, J. A. M. (2005). Rational Functions and Crossing Asymptotes. Texas Mathematics Teacher, LII(1), 26-32.
        {Journal Article }

      Conference Proceeding 2004
      • Epperson, J. A. M. (2004). Strengthening Inservice Secondary Mathematics Teachers’ Understanding and Strategies in Mathematical Problem Solving. In D. E. McDougall & J. A. Ross. (Eds.), Proceedings of the 26th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1003-1009). Toronto, Canada: OISE/UT.
        {Conference Proceeding }

      Book 2004
      • Epperson, J. A. M., Jones, L., Jorgensen, T., Meeks, V., Olson, S., & Shahan, J. (2004). Ensuring Teacher Quality: Algebra II. Austin, Texas: The Charles A. Dana Center.
        {Book }
      2004
      • Beverly, L., Bryan, T., Childs, K., Epperson, J. A. M., Zaleta, C. K., Pace, D., & Starr, C. Epperson, J. A. M., Pace, D. A., & Childs, K. (Eds.). (2004). Supporting and Strengthening Standards-based Mathematics Teacher Preparation: Guidelines for Mathematics and Mathematics Education Faculty. Austin, TX: The Charles A. Dana Center.
        {Book }

      Journal Article 1999
      • Moreno, S. E., Muller, C., Asera, R., Wyatt, L., & Epperson, J. (1999). Supporting Minority Mathematics Achievement: The Emerging Scholars Program at The University of Texas at Austin. Journal of Women and Minorities in Science and Engineering, 5(1), 53-66.
        {Journal Article }

      Book Chapter 1999
      • Epperson, J. A. M. (1999). Supporting Students as Emerging Scholars. In Sheffield, Linda Jensen. (Eds.), Developing Mathematically Promising Students (pp. 269-272). Reston, VA: National Council of Teachers of Mathematics.
        {Book Chapter }

      Book 1998
      • Epperson, J. A. M., Holtzman, D., May, S., Sandow, D., & Stanley, D. (1998). Advanced Placement Program® Mathematics Vertical Teams Toolkit. New York, NY: The College Board and The Charles A. Dana Center.
        {Book }

Presentations

    • August  2015
      Cooperative Learning in Mathematics: Incorporating Best Practices for Productive Interactions and Discussions

      Project New Experiences in Teaching (NExT) 2015 Meeting, 75-minute invited workshop, Washington, DC., August 4, 2015.

    • June  2015
      The Role of Visualization in Mathematics Teaching and Learning: Is a Picture Worth a Thousand Algebraic Steps?

      Conference for the Advancement of Mathematics Teaching (CAMT) 2015, one-hour keynote, Houston, Tx, June 26, 2015.

    • June  2015
      Leveraging Visualization in Mathematics Teaching, Learning, and Assessment

      RiSE Conference 2015: Teaching, Learning, and Assessment in the Context of the Next Generation Science Standards and the Common Core State Standards in Mathematics, invited talk, University of Maine, Orono, Maine, June 29, 2015.

    • May  2015
      "Maverick" Adaptations of Functions and Modeling

      UTeach 2015 Annual Conference Pre-Conference Functions and Modeling Retreat, 3-hour invited workshop, Austin, TX, May 24, 2015.

    • January  2015
      Engaging Preservice and Inservice Secondary Mathematics Teachers in Backmapping Essential Understandings in Calculus to School Algebra

      2015 Joint Mathematics Meetings, AMS Special Session on Creating Coherence in K--12 Mathematics, invited talk, San Antonio, TX, January 12, 2015.

    • November  2014
      Understanding Theorems in Calculus Using Active Learning Strategies and Technology

      2014 NCTM Regional Conference & Exhibition, one-hour presentation, Houston, TX, November 21, 2014.

    • July  2014
      Studying the role of dynamic visualization in learning transformations of functions

      6th International Conference on Education and New Learning Technologies (EDULEARN14), Barcelona, SPAIN, July 2014.

    • March  2014
      Mathematicians Engaged In Mathematics Education

      2014 Critical Issues in Mathematics Education Conference, Mathematical Sciences Research Institute (MSRI), each invited panelist gave a twenty minute presentation, Berkeley, CA, March 2014.

    • February  2014
      The Complexities of Mathematics Learning: Burning Tents, Specious Algorithms, and Problems with Problems

      Research Council on Mathematics Learning 41st Annual Meeting, Wilson Lecture (one hour keynote presentation), San Antonio, TX, February 28, 2014.

    • November  2013
      Probing Inservice Teachers’ Understanding of Functions vs. Equations

      School Science and Mathematics Association (SSMA) 2013 Annual Convention, Colorado Springs, CO, November 2013.

    • April  2013
      My Favorite Tools for Teaching and Learning Mathematics

      93rd Annual Meeting of the Texas Section of the Mathematical Association of America, one hour keynote presentation, Lubbock, TX, April 13, 2013.

    • April  2013
      Classroom Tasks in Calculus: Incorporating Best Practices for Productive Mathematics Discussions

      93rd Annual Meeting of the Texas Section of the Mathematical Association of America, one-hour presentation in special session for Texas Section Project NExT Fellows, Lubbock, TX, April 12, 2013.

    • March  2013
      Collaborations, Connections, and Support for STEM

      2013 Mathematics, Science, and Technology Teacher Preparation Academies Annual Conference, Nacogdoches, TX, March 2013.

    • March  2013
      Increasing College Students’ Success in Precalculus and Calculus

      International Consortium for Research in Science and Mathematics Education Consultation (ICRSME) XIV, Granada, Nicaragua, March 2013.

    • June  2012
      The Role of Inquiry-based Learning and Metacognition in Emerging Scholars Programs

      15th Annual Legacy of RL Moore Conference, keynote presentation, Austin, TX, June 15, 2012.

    • February  2012
      Focusing on the CCRS Cross-Disciplinary Standards when Teaching STEM

      2012 Mathematics, Science, and Technology Teacher Preparation Academies Annual Conference, one-hour presentation, El Paso, TX, February 27, 2012.

    • February  2012
      Perspectives on ‘Intuitive’ Ideas in Calculus

      North Texas Area Association of Advanced Placement Mathematics Teachers 2012 Winter Meeting, one-hour presentation, Dallas, TX, February 7, 2012.

Support & Funding

This data is entered manually by the author of the profile and may duplicate data in the Sponsored Projects section.
    • July 2016 to Present Enhancing Explorations in Functions for Preservice Secondary Mathematics Teachers sponsored by  - $300000
    • Sept 2015 to Present The Mathematical Problem Solving Item (MPSI) Development Project sponsored by  - $270518
    • Aug 2014 to Present Preparing Mathematics and Science Teachers at The University of Texas at Arlington sponsored by  - $799971
    • Jan 2009 to Present Arlington Undergraduate Research-based Achievement for STEM (AURAS) sponsored by  - $1999994
    • Jan 2009 to Mar 2015 GK-12 MAVS Project sponsored by  - $2854024
    • Jan 2009 to Jan 2014 Robert Noyce Scholarhips for Mathematics and Science Teachers sponsored by  - $950000
    • Jan 2009 to Jan 2011 UT-Arlington Mathematics Teacher Preparation Academy sponsored by  - $700000
    • Jan 2009 to Jan 2011 Empowering Student Learning in Mathematical Analysis sponsored by  - $150000
    • May 2007 to July 2008 TEKS-Aligned Concepts of Unit in K-8 Mathematics Supplement sponsored by  - $22750
    • Jan 2007 to Apr 2007 Mathematics Achievement Project Professional Development Materials Analysis sponsored by  - $21082
    • May 2006 to July 2008 TEKS-Aligned Concepts of Unit in K-8 Mathematics sponsored by  - $170000
    • May 2004 to Oct 2005 Fostering Teacher Excellence in Algebra II sponsored by  - $80000
    • Jan 2004 to Jan 2005 Algebra II: Ensuring Teacher Quality sponsored by  - $75545
    • Jan 2003 to Sept 2004 Strengthening and Supporting Standards-based Mathematics Teacher Preparation sponsored by  - $70749
    • May 2002 to Sept 2003 Mathematical Problem Solving: A Treisman-style Approach sponsored by  - $79000

Students Supervised

  • Doctoral
    • Aug 2017
      Dissertation: "Characterizing College Algebra Students' Mathematical Problem Solving," 217 pages, The University of Texas at Arlington
    • Aug 2015

      Dissertation: "The Influence of Dynamic Visualization on Undergraduate Calculus Learning," 240 pages, The University of Texas at Arlington.

    • Dec 2009

      Dissertation: “Non-traditional Socio-mathematical Norms in Undergraduate Real Analysis,” 208 pages, The University of Texas at Arlington.

  • Master's
    • Dec 2014

      Thesis: "An Investigation into the Role of Visualization in Algebra I End-of-Course Exams," 222 pages, The University of Texas at Arlington.

    • Aug 2014
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      Thesis: “Reconciling Secondary Inservice Teachers’ Definitions of Problem Solving With Those Found in the Research Literature,” 73 pages, The University of Texas at Arlington.

    • May 2014
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      Thesis: “A Look at Exams in Introductory Calculus: Prior Knowledge and Consistency with Research in Calculus Learning,” 269 pages, The University of Texas at Arlington.

    • May 2014
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      Thesis: “An Investigation of Calculus Course Materials’Alignment with Respect to Visualization,” 250 pages, The University of Texas at Arlington.

    • May 2013
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      Thesis: “Second-year Algebra Foundations for Calculus,” 65 pages, The University of Texas at Arlington.

    • May 2013
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      Thesis: “The Role of Dynamic Visualization in the Teaching and Learning of Transformations of Functions,” 78 pages, The University of Texas at Arlington.

    • May 2013
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      Thesis: “Remediation Work in the Emerging Scholars Program and its Impact on Student Performance on Exams,” 59 pages, The University of Texas at Arlington.

    • Aug 2012
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      Thesis: “Recognizing Effective Solutions to Calculus Exam Questions: A Study of Student Work in First-Semester Calculus,” 88 pages, The University of Texas at Arlington.

    • Aug 2012
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      Thesis: “Examining Students’ Conceptual Understanding of Continuity Including a Historical Context: A Comparison of Emerging Scholars Versus Non-Emerging Scholars Program Students,” 68 pages, The University of Texas at Arlington.

    • Aug 2012
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      Thesis: “Exploration of Teachers’ Understanding of Functions and Equations,” 67 pages, The University of Texas at Arlington.

    • May 2011
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      Thesis: “A Snapshot of Advanced High School Students’ Conceptual Understanding of Continuity,” 83 pages, The University of Texas at Arlington. 

    • May 2011
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      Thesis: “An Investigation of the Conceptual Understanding of Continuity and Derivatives in Calculus of Emerging Scholars versus Non-Emerging Scholars Program Students,” 95 pages, The University of Texas at Arlington.

    • May 2010

      Thesis: “Problem Solving as a Lens for Comparing Exercises and Tasks in Geometry: A look at commonly used textbooks in Texas and Turkey,” 108 pages, The University of Texas at Arlington.

    • May 2009

      Thesis: “Integrated Math/Science Curricula: An Investigation,” 52 pages, The University of Texas at Arlington.

    • May 2009

      Thesis: “Dynamic Software Use in Mathematics Instruction: Impact on Teacher Knowledge and Effectiveness,” 65 pages, The University of Texas at Arlington.

    • Dec 2008
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      Thesis: “Teaching Differential Equations for the Advanced Placement Exams,” 46 pages, The University of Texas at Arlington.

    • Dec 2008

      Thesis: “Mathematics Teachers’ Views of Functions and Equations,” 60 pages, The University of Texas at Arlington.

    • Aug 2008

      Thesis: “A Look at American and Chinese School Mathematics Teaching,” 46 pages, The University of Texas at Arlington

    • May 2008

      Thesis: “Setting the Stage for High-Stakes Testing with Drill: Good Practice?” 82 pages, The University of Texas at Arlington.

    • Dec 2007

      Thesis: “A Study of the Effect of Cooperative Learning and Manipulative Use on Student Achievement in the Algebra II Classroom,” 112 pages, The University of Texas at Arlington.

    • Aug 2007

      Thesis: “Review and Evaluation of Internet Resources to Enhance the Teaching of Quadratic Functions,” 63 pages, The University of Texas at Arlington.

    • Aug 2007

      Thesis: “Teacher Views on Graphing Calculator Use in Secondary Mathematics Classrooms,” 75 pages, The University of Texas at Arlington.

    • Aug 2006

      Thesis: “Bridging the Gap: An Investigation of College Readiness in Mathematics in Texas,” 96 pages, the University of Texas at Arlington.

    • May 2006

      Thesis: “Relevant Research Literature for Developing Teachers’ Understanding of the Learning and Teaching of Algebra,” 52 pages, the University of Texas at Arlington.

    • Dec 2005

      Thesis: “A Comparison of the Seventh Grade Texas Essential Knowledge and Skills in Mathematics to the Curriculum in Developmental Mathematics Courses at Colleges and Universities,” 92 pages, the University of Texas at Arlington.

    • Dec 2005

      Thesis: “A Look at How Research in Mathematical Problem Solving Informs the Presentation of Problem Solving in Middle School Mathematics Textbooks,” 58 pages, the University of Texas at Arlington.

    • Dec 2005

      Thesis: “A Snapshot of the Profiles of Developmental Mathematics Students in a Rural Community College Setting,” 80 pages, the University of Texas at Arlington.

    • Aug 2005

      Thesis: “Towards a Characterization of Mathematics Teaching at Successful vs. Unsuccessful Schools,” 65 pages, the University of Texas at Arlington.

    • Aug 2005

      Thesis: “Secondary Mathematics Teachers’ Beliefs and Practice in the Use of Cooperative Learning,” 121 pages,  the University of Texas at Arlington.

    • May 2005

      Thesis: “A Calculus Teaching Experiment in Visual Learning, Assisted by Technology,” 87 pages, the University of Texas at Arlington

    • Dec 2004

      Thesis: “Effects of Alternative Teaching Strategies and Methods on Inservice Mathematics Teachers’ Attitudes and Beliefs About Mathematics Pedagogy,” 142 pages, the University of Texas at Arlington.

    • May 2004

      Thesis: “Strengthening Inservice Secondary Mathematics Teachers’ Understanding and Strategies in Mathematical Problem Solving,” 135 pages, The University of Texas at Arlington.

    • Dec 2003

      Thesis: “Mathematical Errors as Stumbling Blocks in Precalculus,” 26 pages,  the University of Texas at Arlington.

    • May 2000

      Thesis: "The Effects of a Technology-based Capstone Mathematics Course on Preservice Teachers' Visual Interpretation of Functions,” 70 pages, Texas Tech University.

    • May 2000

      Thesis: "Influencing Preservice Middle School Teachers' Beliefs on Mathematics-Specific Technology Use in Mathematics Instruction: The Effects of a Technology-based Capstone Mathematics Course,” 112 pages, Texas Tech University

    • May 2000

      Thesis: "Evaluating the Persistence and Performance of 'Successful' Precalculus Students in Subsequent Mathematics Courses,” 100 pages, Texas Tech University.

    • Aug 1999

      Thesis: "Developmental Mathematics Instruction in Multimedia Learning Labs: A Comparison to the Traditional Classroom Setting,” 72 pages, Texas Tech University.

  • Undergraduate
    • May 2015

      Honors BA in Mathematics

      Honors Thesis: "Linking Visualizers' and Non-Visualizers' Performance in Calculus to Curriculum and Assessment," 52 pages, The University of Texas at Arlington

    • Dec 2014
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      Honors BA in Mathematics
      Thesis: “Understanding the Effects of Dynamic Visualizations on Student Understanding of Transformations in School Algebra,” 86 pages, The University of Texas at Arlington.

Courses

      • MATH 5346-001 Concepts and Techniques in Problem Solving

        A study of the application of various heuristics and general problem strategies in mathematics, with application to the teaching and learning of secondary school and college-level mathematics. Topics include analyzing, classifying, and modifying tasks, assessment of problem solving, and implementing problem solving in the classroom. Assignments require interaction in secondary school or college field settings.

        Spring - Regular Academic Session - 2019 Download Syllabus Contact info & Office Hours
      • MATH 2330-001 Functions and Modeling

        This course focuses on deepening and broadening function-related mathematical content knowledge from school algebra to calculus by exploring relevant topics in an inquiry-based learning environment. Students engage in explorations and lab activities designed to strengthen and expand their knowledge of topics grounded in secondary school mathematics. While there is some discussion of how the content relates to secondary mathematics instruction, the course primarily emphasizes mathematics content knowledge and content connections,as well as applications of the mathematics topics covered.

        Fall - Regular Academic Session - 2018 Download Syllabus Contact info & Office Hours
      • MATH 5341-001 Modern Geometry

        This course explores Euclidean and non-Euclidean geometries with an emphasis on comparing intrinsic and extrinsic characteristics of geodesics and the resulting geometrical implications, with connections to history. Geometric properties of the plane, spheres, and other surfaces will be investigated through problems using direct experience, intuition, and formal reasoning. 

        Spring - Regular Academic Session - 2018 Download Syllabus Contact info & Office Hours
      • MATH 5345-001 Historical Approach to Real Analysis

        This course centers on understanding the conceptual foundations in the historical development of mathematical analysis. We focus on following a historical progression of the early definitions and theorems of analysis, developing careful definitions only after exposing drawbacks of geometric and intuitive understandings of continuity, limits, and series, and use inquiry, experimentation, and misunderstandings as essential components in the development of mathematics.

        Fall - Regular Academic Session - 2017 Download Syllabus Contact info & Office Hours
      • MATH 2326-004 CALCULUS III

        In this course, we will learn about vectors, dot product, cross product, planes, quadric surfaces, partial differentiation, multiple integrals (with applications), line integrals, Greens Theorem, surface integrals, Stokes Theorem, ant the Divergence Theorem. 

        Spring - Regular Academic Session - 2017 Download Syllabus Contact info & Office Hours
      • MATH 5346-001 Concepts and Techniques in Problem Solving

        A study of the application of various heuristics and general problem strategies in mathematics, with application to the teaching and learning of secondary school and college-level mathematics. Topics include analyzing, classifying, and modifying tasks, assessment of problem solving, and implementing problem solving in the classroom. Assignments require interaction in secondary school or college field settings.

        Spring - Regular Academic Session - 2017 Download Syllabus Contact info & Office Hours
      • MATH 2330-001 Functions and Modeling

        This course focuses on deepening and broadening function-related mathematical content knowledge from school algebra to calculus by exploring relevant topics in an inquiry-based learning environment. Students engage in explorations and lab activities designed to strengthen and expand their knowledge of topics grounded in secondary school mathematics. While there is some discussion of how the content relates to secondary mathematics instruction, the course primarily emphasizes mathematics content knowledge and content connections,as well as applications of the mathematics topics covered.

        Fall - Regular Academic Session - 2015 Download Syllabus Contact info & Office Hours
      • MATH 5345-001 Concepts and Techniques in Analysis

        This course centers on understanding the conceptual foundations in the development of mathematical analysis. We focus on following a historical progression of the early definitions and theorems of analysis, developing careful definitions only after exposing drawbacks of geometric and intuitive understandings of continuity, limits, and series, and use inquiry, experimentation, and misunderstandings as essential components in the development of mathematics.

        Fall - Regular Academic Session - 2015 Download Syllabus Contact info & Office Hours
      • MATH 2326-003 CALCULUS III

        This course is a study of calculus in multiple dimensions. We begin with a brief study of vector-valued functions. Then, we study partial differentiation and multiple integration of functions of several variables. The course will end with a study of vector analysis which is a useful mathematical tool for scientific and engineering applications. We will focus on Chapters 11-14 in your textbook and include two sections from Chapter 10.

        Spring - Regular Academic Session - 2015 Download Syllabus Contact info & Office Hours
      • MATH 5344-001 Mathematics-specific Technologies

        This course focuses on  exploring software and other technology that can be used in mathematics teaching. Students will increase or strengthen their familiarity with technology that may be used in today’s mathematics classrooms. As a way to enhance familiarity and explore the utility of various software and other technology, students will develop and experience lessons incorporating the use of mathematics-specific technology. The hope is that they will also use their experiences with currently available technology as a vehicle for navigating and evaluating future technology developments.

      • MATH 1426-710 Calculus I

        This course focuses upon the study of functions, graphs, limits, continuity, and differential and integral calculus.

        Fall - Regular Academic Session - 20121 Link
      • MATH 1426-700 Calculus I

        This course focuses upon the study of functions, graphs, limits, continuity, and differential and integral calculus.

        Fall - Regular Academic Session - 20121 Link
      • MATH 1426-710 Calculus I

        This course focuses upon the study of functions, graphs, limits, continuity, and differential and integral calculus.

        Fall - Regular Academic Session - 20121 Link
      • MATH 1426-720 Calculus I

        This course focuses upon the study of functions, graphs, limits, continuity, and differential and integral calculus.

        Fall - Regular Academic Session - 20121 Link
      • MATH 5344-001 Mathematics-specific Technologies

        Focus on use of current mathematics-specific technologies for enhancing mathematical understanding and mathematics teaching. May include use of Geometer's Sketchpad, Fathom, graphing calculators and computer algebra systems.

        Spring - Regular Academic Session - 2012
      • MATH 1426-004 Calculus I
        This course focuses upon the study of functions, graphs, limits, continuity, and differential and integral calculus.
        Fall - Regular Academic Session - 20101 Link
      • MATH 5342-001 Concepts and Techniques in Algebra

        This course will explore the various definitions of algebra in K-12 that have been put forth in the literature. This includes algebra as the study of functions and function relationships, algebra as the study of multiple representations with an emphasis on graphs, tables, and formulae, algebra as generalized arithmetic and quantitative reasoning, algebra as a language, and algebra as a formal mathematical system. This course will engage the students in using algebra to represent and analyze mathematical situations and will emphasize students’ conceptual understanding of the ideas central to algebra.In addition to providing mathematical content background for secondary school teachers, this course will address strategies for implementing an instructional approach that emphasizes algebraic thinking.

        Fall - Regular Academic Session - 2010
      • MATH 5346-001 Concepts and Techniques in Problem Solving
        This course focuses on mathematical problem solving grounded in secondary school mathematics.
        Spring - Regular Academic Session - 2010
      • MATH 5344-001 Mathematics-specific Technologies
        No Description Provided.
        Fall - Regular Academic Session - 2009
      • MATH 5346-001 Concepts and Techniques in Problem Solving
        No Description Provided.
        Spring - Regular Academic Session - 2009