Journal Articles/Conference Proposals
Pedagogical Practices for Fostering Mathematical Creativity in Proof-Based Courses: Three Case Studies
Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education
In this proposal, the creativity research group, along with Mohamed Omar, presented three cases of using the Creativity-in-progress Rubric (CPR) on Proving in the classroom. Each used different aspects of the classroom to promote creativity, and most included some meta-cognitive discussion. One of the cases involved data within the classroom, so the reader can read interactions that may foster mathematical creativity.
| RUME 2017 Proposal 3 Practices |
Inquiry as an Access Point to Equity in the Classroom
Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education
In this proposal, the creativity research group tried to merge two different ideas: the definitions of inquiry instruction (either inquiry-based learning (IBL) or inquiry-oriented (IO)) and the framework of equity in mathematics education. The argument is that IBL/IO can be an access point to introduce an equitable course.
| RUME 2017 Proposal Equity IBL |
CxN: Investigating the Creative Proving Process Using Neuroscience Methods
Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education
In this proposal, we aim to investigate if we can find neural correlates to an insight, or an AHA! moment. We stated some preliminary results that indicate there might be a correlation between student-reported potential for insight and the EEG data.
| RUME 2017 Proposal CxN |
Does content matter in an introduction-to-proof course?
Journal of Humanistic Mathematics
In this journal article, I use two previous studies to argue the claim that teaching using many different content areas may be more beneficial that teaching using one (e.g., using Linear Algebra as a intro-to-proof course) or a few (e.g., Logic, Set theory, and number theory).
| JHM 2017 Content Matter |
The Perceived vs. Actual Use of Mathematics in Medicine According to Pre-Medicine Students and Practicing Physicians
Teaching Mathematics and Its Applications: International Journal of the IMA
This journal article, co-written by Paxton Martin, was about the use of mathematics in the medical field. In it, we find that physicians do not necessarily use calculus often, but they cite their calculus education as helpful in the field when reasoning. Also, pre-med students see different benefits to mathematics education than the physicians.
| TMA 2017 Medicine |
The Creativity-in-Progress Rubric (CPR) on Proving: Two Teaching Implementations and Students' Reported Usage
Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS)
This article was co-written with the Creativity Research Group. It talked about two ways of using the CPR on Proving, our rubric that allows students to meta-cognitively challenge themselves.
| PRIMUS 2017 CPR Use |
Inquiry as an Entry Point to Equity in the Classroom
International Journal of Mathematical Education in Science and Technology (IJMEST)
Co-written with the Creativity Research Group, this article investigates the intersection of inquiry and equity. In it, we propose a new framework that has the chances of equity within an inquiry classroom.
| Inquiry Equity 2017 IJMEST |
Invited Book Chapters
Formative Assessment of Creativity in Undergraduate Mathematics: Using a Creativity-in-Progress Rubric (CPR) on Proving
Creativity and Giftedness: Interdisciplinary perspectives from mathematics and beyond
This book chapter thoroughly explains our background research, theoretical perspective, and what our CPR on Proving means. There are also examples of students' proofs, and our coding of those proofs. I consider this chapter one of my best pieces of writing.
| Book Chapter Pre-Print - Creativity and Giftedness.pdf |
Conference Presentations/Invited Talks
Joint Mathematics Meetings
January 4th-7th, 2017 (Atlanta, GA)
In the Joint Math Meetings I was honored to have two undergraduates doing separate talks of their own research with me. Paxton Martin and I did a talk about physicians and pre-med students and how they perceive mathematics and mathematics education. Emily Curtis and I did a talk about her productive failure and how much that meant for her. Finally, my creativity group did a talk about inquiry as an access point for equity. I also did a poster about an NSF-funded conference that I hosted, RUME with a View, with my collaborator Gulden Karakok.
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20th Annual Conference on Research in Undergraduate Mathematics Education
Feb. 23rd-25th, 2016 (San Diego, CA)
Our creativity research group presented three projects at the RUME conference in San Diego. First, we presented on our preliminary findings on the neuroscience project on proving. Second, we presented on some preliminary findings associated to the pedagogical practices of fostering creativity in the classroom. Finally, we presented on our theoretical perspective on inquiry teaching as an access point to equity in the classroom. All three presentations are located below in their entirety.
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Plenary Speaker - MAA Texas Sectional Meeting
April 1st, 2017 (Commerce, TX)
In this talk, I tried to explain my conjecture about how to foster creativity through three aspects: tasks in the course, instructors' practices and environmental settings, and students' practices. The presentation is below.
| Plenary Talk MAA TX 2017 |
Invited Speaker - Oklahoma State RUME Seminar
April 10th, 2017 (Stillwater, OK)
In this talk I introduced our cross-section of inquiry with equity, attending to the intersections of Cook, Murphy, and Fukawa-Connelly (2016) with Gutierrez’s (2009) equity framework.
| OSU Colloquium 4-10-17 |
10th Mathematical Creativity and Giftedness Conference
April 23rd-25th, 2017 (Nicosia, Cyprus)
I presented our creativity group’s findings on what we’ve examined with the five priciples of fostering creativity.
| MCG 2017 Cyprus |
