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Timothy Fukawa-Connelly

Timothy Fukawa-Connelly, Ph.D.

Assistant Professor
Korman 215
tpf34@drexel.edu
215-571-4582

Program Affiliation:

B.S., Secondary Teacher Education
M.S. in Mathematics Learning & Teaching
Ph.D., Educational Leadership Development and Learning Technologies


Education:

B.A., The University of Portland (OR)
M.A., Miami University (OH)
Ph.D, The University of Maryland

Research Interests:

  • Undergraduate Mathematics Education
  • Examples of mathematical concepts
  • Proof
  • Proof Presentation
  • Mathematics Teacher Education
  • Statistics Education

Professional Experience:

  • University of New Hampshire, Assistant Professor of Mathematics Education (2008-13)
  • University of New Hampshire, Mathematics Teacher, Upward Bound (2009)
  • Prospect Hill Academy Public Charter School, Mathematics Lead Teacher, Upper School (2005-08)
  • University of Maryland, Fellow, Mid-Atlantic Center for Mathematics Teaching and Learning (2002-05)
  • Marshalltown Community College, Instructor of Mathematics (2000-02)

Publications:

  • Fukawa-Connelly, T.  (2013).  Toulmin Analysis:  A tool for analyzing teaching and predicting student performance in proof-based classes. International Journal of Mathematical Education in Science and Technology.
  • Weinberg , A., Wieser, E., & Fukawa-Connelly, T. (2012). A framework for analyzing mathematics lectures. In Van Zoest, L. R., Lo, J.-J., & Kratky, J. L. (Eds.). (2012). Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: Western Michigan University.
  • Fukawa-Connelly, T. (2012). A case study of one instructor’s lecture-based teaching of proof in abstract algebra: Making sense of her pedagogical moves.  Educational Studies in Mathematics, 81(3), 325-345. DOI: 10.1007/s10649-012-9407-9
  • Fukawa-Connelly, T. (2012).  Classroom Sociomathematical Norms for Proof Presentation in Undergraduate in Abstract Algebra.  Journal of Mathematical Behavior
  • Fukawa-Connelly, T. Weinberg , A., Wieser, E., Berube, S., & Gray, K. (2012). Student Note Taking Behavior in Proof-based Mathematics Classes. Proceedings of the SIGMAA RUME: Conference on Research in Undergraduate Mathematics Education.  Portland, OR. 
  • Kim, H., Fukawa-Connelly, T. & Cook, S. (2012) Student Understanding of Symbols in Introductory Statistics Courses. Proceedings of the SIGMAA RUME: Conference on Research in Undergraduate Mathematics Education.  Portland, OR.
  • Cook, S., & Fukawa-Connelly, T.  (2012) Toward a Theory of Symbol Sense in Undergraduate Statistics. Proceedings of the SIGMAA RUME: Conference on Research in Undergraduate Mathematics Education.  Portland, OR. 
  • Fukawa-Connelly, T.  (2011).  Toulmin Analysis:  A tool for analyzing teaching and predicting student performance in proof-based classes.  In S. Brown (Ed.), Proceedings of the SIGMAA RUME: Conference on Research in Undergraduate Mathematics Education.  Portland, OR.
  • Fukawa-Connelly, T. Newton, C., and Shrey, M.  (2011).  Evaluating mathematical quality of instruction in advanced mathematics courses by examining the enacted example space.  In S. Brown (Ed.), Proceedings of the SIGMAA RUME: Conference on Research in Undergraduate Mathematics Education.  Portland, OR. 
  • Fukawa-Connelly, T., & Buck, S. (2010).  A new look at portfolio assignments.  Mathematics Teacher, 103(9), 649-654.
  • Marcus, R, Fukawa-Connelly, T., Conklin, M., & Marcus, R.  (2007).  New Thinking about College Mathematics: Implications for High School Mathematics.  Mathematics Teacher, 101, 354-358.
  • Fukawa-Connelly, T.  (2005). Thoughts on learning advanced mathematics.  For the Learning of Mathematics, 25(2), 39-41.