| Lectures in advanced mathematics: Why students might not understand what the mathematics professor is trying to convey K Lew, TP Fukawa-Connelly, JP Mejía-Ramos, K Weber Journal for Research in Mathematics Education 47 (2), 162-198, 2016 | 146 | 2016 |
| A case study of one instructor’s lecture-based teaching of proof in abstract algebra: Making sense of her pedagogical moves TP Fukawa-Connelly Educational Studies in Mathematics 81, 325-345, 2012 | 88 | 2012 |
| Analyzing the teaching of advanced mathematics courses via the enacted example space TP Fukawa-Connelly, C Newton Educational Studies in Mathematics 87, 323-349, 2014 | 59 | 2014 |
| Results from a survey of abstract algebra instructors across the United States: Understanding the choice to (not) lecture E Johnson, R Keller, T Fukawa-Connelly International Journal of Research in Undergraduate Mathematics Education 4 …, 2018 | 54 | 2018 |
| Classroom sociomathematical norms for proof presentation in undergraduate in abstract algebra T Fukawa-Connelly The Journal of Mathematical Behavior 31 (3), 401-416, 2012 | 53 | 2012 |
| Informal content and student note-taking in advanced mathematics classes T Fukawa-Connelly, K Weber, JP Mejía-Ramos Journal for Research in Mathematics Education 48 (5), 567-579, 2017 | 52 | 2017 |
| Teacher questioning and invitations to participate in advanced mathematics lectures T Paoletti, V Krupnik, D Papadopoulos, J Olsen, T Fukawa-Connelly, ... Educational Studies in Mathematics 98, 1-17, 2018 | 51 | 2018 |
| Making real analysis relevant to secondary teachers: Building up from and stepping down to practice NH Wasserman, T Fukawa-Connelly, M Villanueva, JP Mejia-Ramos, ... Primus 27 (6), 559-578, 2017 | 51 | 2017 |
| Characterizing instructor gestures in a lecture in a proof-based mathematics class A Weinberg, T Fukawa-Connelly, E Wiesner Educational Studies in Mathematics 90, 233-258, 2015 | 40 | 2015 |
| Can math education research improve the teaching of abstract algebra T Fukawa-Connelly, E Johnson, R Keller Notices of the AMS 63 (3), 276-281, 2016 | 38 | 2016 |
| Designing advanced mathematics courses to influence secondary teaching: fostering mathematics teachers’“attention to scope” NH Wasserman, K Weber, T Fukawa-Connelly, W McGuffey Journal of Mathematics Teacher Education 22, 379-406, 2019 | 37 | 2019 |
| Students’ sense-making frames in mathematics lectures A Weinberg, E Wiesner, T Fukawa-Connelly The Journal of Mathematical Behavior 33, 168-179, 2014 | 34 | 2014 |
| Students’ epistemological frames and their interpretation of lectures in advanced mathematics V Krupnik, T Fukawa-Connelly, K Weber The Journal of Mathematical Behavior 49, 174-183, 2018 | 27 | 2018 |
| Connecting the learning of advanced mathematics with the teaching of secondary mathematics: Inverse functions, domain restrictions, and the arcsine function K Weber, JP Mejía-Ramos, T Fukawa-Connelly, N Wasserman The Journal of Mathematical Behavior 57, 100752, 2020 | 26 | 2020 |
| Collegiate mathematics teaching in proof-based courses: What we now know and what we have yet to learn K Melhuish, T Fukawa-Connelly, PC Dawkins, C Woods, K Weber The Journal of Mathematical Behavior 67, 100986, 2022 | 25 | 2022 |
| Using Toulmin analysis to analyse an instructor's proof presentation in abstract algebra T Fukawa-Connelly International Journal of Mathematical Education in Science and Technology 45 …, 2014 | 24 | 2014 |
| The development of mathematical argumentation in an unmoderated, asynchronous multi-user dynamic geometry environment T Fukawa-Connelly, J Silverman Contemporary Issues in Technology and Teacher Education 15 (4), 445-488, 2015 | 23 | 2015 |
| Instructor gestures in proof-based mathematics lectures A Weinberg, T Fukawa-Connelly, E Wiesner Proceedings of the 35th annual meeting of the North American Chapter of the …, 2013 | 22 | 2013 |
| Using portfolio assignments to assess students' mathematical thinking T Fukawa-Connelly, S Buck The Mathematics Teacher 103 (9), 649-654, 2010 | 22 | 2010 |
| A new look at portfolio assignments T Fukawa-Connelly, S Buck Mathematics Teacher 103 (9), 649-654, 2010 | 22* | 2010 |
Juan Pablo Mejía RamosProfessor of Mathematics Education, Rutgers Universitymath.rutgers.edu üzerinde doğrulanmış e-posta adresine sahip
