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Assistant Professor

Korman 215

tpf34@drexel.edu

215-571-4582

B.S., Secondary Teacher Education

M.S. in Mathematics Learning & Teaching

Ph.D., Educational Leadership Development and Learning Technologies

B.A., The University of Portland (OR)

M.A., Miami University (OH)

Ph.D, The University of Maryland

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

- 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)

- 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 - 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.
*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.
*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. M
*athematics Teacher, 101, 354-358.* - Fukawa-Connelly, T. (2005). Thoughts on learning advanced mathematics
*.**For the Learning of Mathematics, 25*(2), 39-41.

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