Faculty Profiles

Czocher, J. A., & Melhuish, K. M. (2024). Attending to Coherence Among Research Questions, Methods, and Claims in Coding Studies. Journal for Research in Mathematics Education, 55(3), 148–155.

Roan, E. A., & Czocher, J. A. (2024). Instructors’ beliefs and practices regarding mathematical modelling at the periphery of STEM. International Journal of Mathematics Education in Science and Technology, 1–29.

Czocher, J. A., Dawkins, P. C., & Weber, K. (2024). Using Values and Norms to Explain the Rationality of Rejecting Probabilistic Proofs. Logique et Analyse, 261, 19–40. Retrieved from https://poj.peeters-leuven.be/content.php?url=article&id=3293133&journal_code=LEA

Kularajan, S., & Czocher, J. A. (2024). Quantitative Operators as an Analytical Tool for Explaining Differential Equation Students’ Construction of New Quantities During Modeling. Journal of Mathematical Behavior, 76.

Kularajan, S. S. K., & Czocher, J. A. (2024). How is reasoning with quantities limited in mathematical modelling? In H.-S. Siller, G. Kaiser, & V. Geiger (Eds.), Springer’s International Perspectives on Mathematical Modeling (pp. 423–433). Springer.

Roan, E. A., & Czocher, J. A. (2024). Reasoning students employed when mathematizing during a predator-prey modelling task. In H.-S. Siller, G. Kaiser, & V. Geiger (Eds.), Springer’s International Perspectives on Mathematical Modeling (pp. 457–466). Springer.

Czocher, J. A., Roan, E. A., Quansah, A. L., & Baas, A. (2024). Calculus is the study of change…but differential equations students need help quantifying it. International Journal of Mathematics Education in Science and Technology.

Czocher, J. A., Roan, E. A., & Kularajan, S. S. K. (2024). Scaffolding Moves for Constructing Cognitively Meaningful Models of a Predator-Prey Scenario. PRIMUS, 26(6), 638–652.

Melhuish, K. M., & Czocher, J. A. (n.d.). A Preliminary Scoping Literature Review on Mixed Methods in RUME. In In Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education.

Czocher, J. A. (n.d.). Informing Scaffolding for STEM Undergraduates’ Modelling with Explanatory Accounts of Their Reasoning. In Springer’s International Perspectives on Mathematical Modeling. Springer.

Roan, E., & Czocher, J. A. (n.d.). Symbolic Forms for Inverse Relationships? In 27th Conference on Research in Undergraduate Mathematics Education.

Czocher, J. A., White, A., & Baas, A. B. (n.d.). Inquiry into Suitability of a Qualitative Framework about Scaffolding Moves to Support Mathematical Modeling for the Purpose of Quantitative Analysis. In 27th Conference on Research in Undergraduate Mathematics Education.

Roan, E., Kularajan, S. S., & Czocher, J. A. (n.d.). Reconsidering Task Classification Systems for Situations That Can Be Modelled with Multiplication. ZDM.

Czocher, J. A., Sigley, R., Kularajan, M., & Roan, E. A. (2023). Validating a multiple-choice modeling competencies assessment. In G. Greefrath, S. Carrera, & G. Stillman (Eds.), Advancing and consolidating research on applications and modelling in mathematics education (pp. 161–176). Springer. Retrieved from https://link.springer.com/chapter/10.1007/978-3-031-27115-1_10

Czocher, J. A., Baas, A., Roan, E. A., & Quansah, A. L. (2023). Mutability of STEM majors’ abstracted quantitative structures. In Proceedings of the International Group for the Psychology of Mathematics Education, North American Chapter.

Kularajan, S. S. K., & Czocher, J. A. (2023). Quantitative operators in mathematical modeling. In Proceedings of the International Group for the Psychology of Mathematics Education, North American Chapter.

Roan, E. A., & Czocher, J. A. (2023). A Local causal explanation for why students might conflate rates of change and amounts of change. In Proceedings of the International Group for the Psychology of Mathematics Education, North American Chapter.

Quansah, A. L., & Czocher, J. A. (2023). Embracing student language as scaffolding during mathematical modeling. In Proceedings of the International Group for the Psychology of Mathematics Education, North American Chapter.

Czocher, J. A., Kularajan, S. S. K., & Roan, E. A. (2023). Quantitative reasoning augments scaffolding for mathematical model construction. In TBD (Ed.), Proceedings of the 25th Conference on Research in Undergraduate Mathematics Education. (p. TBD). Mathematical Association of America.

Roan, E. A., & Czocher, J. A. (2023). Reasoning students employed when mathematizing during a disease transmission modeling task. In TBD (Ed.), Proceedings of the 25th Conference on Research in Undergraduate Mathematics Education. (p. TBD). Mathematical Association of America.

Czocher, J. A., & Kularajan, S. S. K. (2023). How do STEM Undergraduates Structurally Conceive Change During Modeling? In TBD (Ed.), Proceedings of the 25th Conference on Research in Undergraduate Mathematics Education. (p. TBD). Mathematical Association of America.

Czocher, J. A., Baas, A., Melhuish, K. M., & White, A. (2023). When Cohen’s Kappa Is Not Enough: Exploring Methods for Estimating Inter-Rater Reliability for Time Sequential Data. In Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education (pp. 286–293). Omaha, NE: SIGMAA on RUME.

Kularajan, S., & Czocher, J. A. (n.d.). Operationalizing What Is Learnt during Mathematical Modeling. Omaha, NE: SIGMAA on RUME.

Roan, E. A., & Czocher, J. A. (2023). The cognitive obstacles associated with structuring for mathematization undergraduates encountered during dynamic modeling tasks. In Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education (pp. 510–518). Omaha, NE: SIGMAA on RUME.

Baas, A., Czocher, J. A., & White, A. (n.d.). Estimating inter-observer agreement on qualitative data with a complex coding scheme. ICME.

Czocher, J. A., Kelly, B., Garfinkel, A., & Deeds, E. (n.d.). Teaching faculty the art of modelling in biology. ICME.

Czocher, J. A., Hardison, H. L., & Kandasamy, S. S. S. (2022). A bridging study analyzing mathematical model construction through a quantities-oriented lens. Educational Studies in Mathematics, 111(2), 299–321.

Roan, E. A., & Czocher, J. A. (2022). Instructor beliefs and practices at the periphery of STEM. In S. S. Karunakaran & A. Higgins (Eds.), Proceedings of the 24th Conference on Research in Undergraduate Mathematics Education (pp. 463–471). Mathematical Association of America.

Roan, E. A., & Czocher, J. A. (2022). Towards an operationalization of mathematization. In S. S. Karunakaran & A. Higgins (Eds.), Proceedings of the 24th Conference on Research in Undergraduate Mathematics Education (pp. 1268–1269). Mathematical Association of America.

Roan, E. A., & Czocher, J. A. (2022). Justifications students use when writing an equation during a modeling task. In A. E. Lishka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the forty-fourth annual meeting of the International Group for the Psychology of Mathematics Education, North American Chapter (pp. 839–847). Middle Tennessee State University.

Kularajan, S. S. K., & Czocher, J. A. (2022). STEM undergraduates’ structural conception of rate of change. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.) (pp. 822–830). Middle Tennessee State University.

Kularajan, S. S. K., & Czocher, J. A. (2022). Characterizing Quantitative Structures Students Establish for Real-World Scenarios. In S. S. Karunakara & A. Higgins (Eds.), Proceedings of the 24th Conference on Research in Undergraduate Mathematics Education (pp. 622–629). Mathematical Association of America.

Czocher, J. A., & Hardison, H. L. (2021). Attending to Quantities through the Modelling Space. In F. Leung, G. A. Stillman, G. Kaiser, & L. Wong (Eds.), Mathematical Modelling Education in East and West (pp. 263–272). Springer. Retrieved from https://doi.org/10.1007/978-3-030-66996-6_22

Czocher, J. A., Roan, E. A., Acevedo, C. I., & Swartz, M. A. (2021). The Interface of Quantification and Covariational Reasoning in Real World Scenarios. In D. Olanoff, K. Johnson, & S. Spitzer (Eds.), Proceedings of the forty-third annual meeting of the International Group for the Psychology of Mathematics Education, North American Chapter (pp. 608–612).

Czocher, J. A., & Kularajan, S. S. K. (2021). Quantitative Reasoning and Covariational Reasoning as the Basis for Mathematical Structure for Real-World Situations. In D. Olanoff, K. Johnson, & S. Spitzer (Eds.), Proceedings of the forty-third annual meeting of the International Group for the Psychology of Mathematics Education, North American Chapter (pp. 1247–1255).

Czocher, J. A., Kularajan, S. S. K., & Roan, E. A. (2021). Diseño y validación de instrumentos de medición de competencias y autoeficacia de modelización matemática. In A. I. Sancristan, J. C. Cortes Zavala, & P. M. Ruiz Arias (Eds.), Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2308–2316). Mexico: Cinestav/AMIUTEM.

Czocher, J. A., & Kularajan, S. S. K. (2021). How mathematical modeling enables learning. In A. I. Sancristan, J. C. Cortes Zavala, & P. M. Ruiz Arias (Eds.), Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 922–930). Mexico: Cinestav/AMIUTEM.

Czocher, J. A., Kularajan, S. S. K., & Roan, E. A. (2021). Validating a modelling competencies assessment.

Roan, E. A., & Czocher, J. A. (2021). Students’ expected gains from a modeling competition. In Proceedings of the 14th International Congress for Mathematics Educatinon.

Czocher, J. A., Melhuish, K. M., Kularajan, S. S. K., & Roan, E. A. (2021). Dual Measures of Mathematical Modeling for Engineering and other STEM Undergraduates. International Journal for Research in Undergraduate Mathematics Education, 7, 328–350.

Czocher, J. A., & Weber, K. (2020). Proof as a cluster category. Journal for Research in Mathematics Education, 51(1), 50–74. Retrieved from https://doi.org/10.5951/jresematheduc.2019.0007

Czocher, J. A., Moss, D., & Maldonado Rodriguez, L. A. (2020). Revitalizing and Re-purposing Traditional Word Problems. Mathematics Teacher: Learning & Teaching PreK-12, 113(5), 404–410. Retrieved from https://doi.org/10.5951/mtlt.2019.0031

Stillman, G., Brown, J., & Czocher, J. A. (2020). Yes, mathematicians do X so students should do X, but it’s not the X you think. ZDM, (52), 1211–1222. Retrieved from https://doi.org/10.1007/s11858-020-01183-5

Melhuish, K. M., & Czocher, J. A. (2020). Division is Pretty Much Just Multiplication. For the Learning of Mathematics, 40(2), 38–43. Retrieved from https://www.jstor.org/stable/27091158

Roan, E. A., & Czocher, J. A. (2020). Mathematical modeling competitions from the participants’ perspective. In S. S. Karunakaran, Z. Reed, & A. Higgins (Eds.), Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education (pp. 962–967). Mathematical Association of America.

Czocher, J. A., & Hardison, H. L. (2020). The Modeling Space: An Analytical Tool for Documenting Students’ Modeling Activities. In S. S. Karunakaran, Z. Reed, & A. Higgins (Eds.), Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education (pp. 769–776). Mathematical Association of America.

Tague, J. K., Nunez, D., & Czocher, J. A. (2020). Comparison of a Pre-requisite to Co-requisite Model of Remedial Mathematics. In S. S. Karunakaran, Z. Reed, & A. Higgins (Eds.), Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education (pp. 962–967). Mathematical Association of America.

Czocher, J. A., Melhuish, K., & Kandasamy, S. S. (2019). Building mathematics self-efficacy of STEM undergraduates through mathematical modelling. International Journal of Mathematics Education in Science and Technology, 51, 807–834. Retrieved from https://doi.org/10.1080/0020739X.2019.1634223

Czocher, J. A. (2019). Precision, Priority, and Proxies in Mathematical Modelling. In G. Stillman & J. Brown (Eds.), Lines of Inquiry in Mathematical Modeling (pp. 105–123). Springer. Retrieved from https://link.springer.com/chapter/10.1007/978-3-030-14931-4_6

Czocher, J. A., & Weber, K. (2019). On mathematicians’ disagreements on what constitutes a proof. Research in Mathematics Education, 21(3), 251–270. Retrieved from https://doi.org/10.1080/14794802.2019.1585936

Czocher, J. A., & Hardison, H. L. (2019). Characterizing Evolution of Mathematical Models. In S. Otten, A. G. Candela, C. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of Psychology of Mathematics Education, North American Chapter (pp. 864–873). St. Louis, MO: University of Missouri.

Kandasamy, S. S., Czocher, J. A., & Melhuish, K. M. (2019). Participation in a Mathematical Modelling Competition as an Avenue for Increasing STEM Majors’ Mathematics Self-Efficacy. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 154–163). Mathematical Association of America.

Czocher, J. A. (2018). How does validating contribute to the modeling process. Educational Studies in Mathematics, 99(2), 137–159. Retrieved from https://doi.org/10.1080/10511970.2018.1472158

Czocher, J. A., & Tague, J. (2018). Echoes of the Instructors Reasoning: Exemplars of Modeling for Homework. PRIMUS, 29(6), 606–624. Retrieved from https://doi.org/10.1080/10511970.2018.1472158

Czocher, J. A., & Kandasamy, S. S. (2018). On how participation in a modeling competition occasions changes in undergraduate students’ self-efficacy regarding mathematical modeling. In T. E. Hodges & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 596–599). University of South Carolina & Clemson University.

Czocher, J. A., & Moss, D. L. (2018). Frustration with Understanding Variables is Natural. Mathematics Teaching in the Middle School, 112(1), 10–17. Retrieved from https://www.jstor.org/stable/10.5951/mathteacmiddscho.24.1.0010

Czocher, J. A., Stillman, G., & Brown, J. (2018). Verification and Validation: What do we mean? In J. Hunter, P. Perger, & L. Darragh (Eds.), Proceedings of the 41st annual meeting of the Mathematics Education Research Group of Australasia (pp. 250–257). MERGA.

Czocher, J. A., Dawkins, P. C., & Weber, K. (2018). Alternative perspectives on cultural dimensions on proof in the mathematical curriculum: a reply to Shinno et al. For the Learning of Mathematics, 38(2), 25–27. Retrieved from https://flm-journal.org/index.php?do=show&lang=en&vol=38&num=2

Czocher, J. A., & Tague, J. (2018). Modus Tollens in Modeling. In A. Weinurg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 1555–1562). Mathematical Association of America.

Melhuish, K. M., Bergman, A., & Czocher, J. A. (2018). Revisiting Reducing Abstraction in Abstract Algebra. In A. Weinburg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 1197–1205).

Czocher, J. A., & Moss, D. L. (2017). Are students’ prior experiences important? Mathematics Teacher, 111(9), 654–660. Retrieved from http://www.jstor.org/stable/10.5951/mathteacher.110.9.0654

Czocher, J. A. (2017). Mathematical modeling cycles as a task design heuristic. The Mathematics Enthusiast, 14(1–3), 129–140. Retrieved from https://scholarworks.umt.edu/tme/vol14/iss1/9

Czocher, J. A., & Moss, D. L. (2017). Ancient paradoxes can extend mathematical thinking. Mathematics Teaching in the Middle School, 22(7).

Czocher, J. A. (2017). Applying variation theory to study modeling competencies. In A. Weinburg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 1189–1194). Mathematical Association of America.

Czocher, J. A. (2017). How can emphasizing mathematical modeling principles benefit students in a traditionally taught differential equations course? The Journal of Mathematical Behavior, 45, 1–17. Retrieved from https://doi.org/10.1016/j.jmathb.2016.10.006

Czocher, J. A., & Fagan, J. (2016). Characteristics of effective questioning for mathematical modeling tasks. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1406). The University of Arizona.

Tague, J. K., & Czocher, J. A. (2016). A Theoretical Approach to Ensuring Instructional and Curricular Coherence in the Flipped Classroom Model of a Differential Equations Course, 2, 223–245. Retrieved from https://link.springer.com/article/10.1007/s40753-016-0028-z

Czocher, J. A. (2016). Making sense of student-generated conditions and assumptions.

Czocher, J. A. (2016). Introducing modeling transition diagrams as a tool to connect mathematical modeling to mathematical thinking. Mathematical Thinking and Learning, 18(2), 77–106. Retrieved from https://doi.org/10.1080/10986065.2016.1148530

Czocher, J. A. (2015). Competing Conceptual Systems and their Impact on Generating Mathematical Models. In K. Krainer & N. Vondrová (Eds.), Proceedings of  the 9th Congress of European Research in Mathematics Education (pp. 841–847). CERME.

Czocher, J. A., & Maldonado Rodriguez, L. A. (2015). A Mathematical modeling lens on a conventional word problems. In G. T. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. 332–338). Michigan State University.

Czocher, J. A., Fagan, J., & Linker, R. (2015). Identifying and prioritizing unknowns in mathematical modeling. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (p. 418). Michigan State University.

Czocher, J. A. (2014). A Typology of Validating Activity. In T. Fukawa-Connoly, G. Karakok, K. Keene, & M. Zandieh (Eds.), Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education (pp. 533–541). Mathematical Association of America.

Tague, J., Czocher, J. A., Roble, A., & Baker, G. (2014). Pencasts as exemplars in differential equations. In T. Fukawa-Connoly, G. Karakok, K. Keene, & M. Zandieh (Eds.), Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education (pp. 542–548). Mathematical Association of America.

Tague, J., Czocher, J. A., & Baker, G. (2014). Using the flipped model to address cognitive obstacles in differential equations. In T. Fukawa-Connolly, G. Karakok, K. Keene, & M. Zandieh (Eds.), Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1076–1077). Mathematical Association of America.

Tague, J., Czocher, J. A., & Baker, G. (2014). Addressing Cognitive Obstacles through the Flipped Classroom Model. In Proceedings of the annual conference for the American Society for Engineering Education. ASEE.

Czocher, J. A. (2014). Toward building a theory of mathematical modeling. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the 38th annual meeting of the International Group for the Psychology of Mathematics Education (Vol. II, pp. 353–360). PME.

Czocher, J. A. (2014). Mathematical Modeling in the Classroom.

Tague, J., Czocher, J. A., & Baker, G. (2013). Mathematical literacy for engineering majors. In World Innovations in Engineering Education and Research (pp. 21–29).

Czocher, J. A., Tague, J., & Baker, G. (2013). Where does the calculus go? An investigation of how calculus ideas are used in later coursework. The International Journal of Mathematical Education in Science and Technology, 44(5), 673–684. Retrieved from https://doi.org/10.1080/0020739X.2013.780215

Manouchehri, A., Czocher, J. A., Liu, Y., Zhang, P., Somayajulu, R., & Tague, J. (2013). Fostering mathematical competence through technology-enhanced interactive environments. In D. Polly (Ed.), Common Core Mathematics Standards and Implementing Digital Technologies (pp. 53–77). Retrieved from https://www.igi-global.com/chapter/fostering-mathematical-competence-through-technology/77475

Tague, J., Czocher, J. A., & Baker, G. (2013). Mathematical literacy for engineering majors. In W. Aung, V. Ilic, O. Mertanen, J. Moscinski, & J. Uhomoibhi (Eds.), World Innovations in Engineering Education and Research (pp. 21–29). Potomac, MD: iNEER.

Tague, J., Czocher, J. A., Roble, A., & Baker, G. (2013). Choosing and adapting technology in a mathematics course for engineers. In Proceedings of the 120th Annual Meeting of the American Society of Engineering Education. ASEE.

Czocher, J. A. (2013). A modern look at the cell problem. In S. Brown, G. Karakok, H. R. Roh, & M. Oehrtman (Eds.), Proceedings of the 16th Annual Conference on Research in Undergraduate Mathematics Education (pp. 2-475-2–479). Mathematical Association of America.

Czocher, J. A., & Tague, J. (2013). Coherence from calculus to differential equations. In S. Brown, G. Karakok, H. R. Roh, & M. Oehrtman (Eds.), Proceedings of the 16th Annual Conference on Research in Undergraduate Mathematics Education (pp. 2-83-2–90). Mathematical Association of America.

Czocher, J. A., Tague, J., Roble, A., & Baker, G. (2013). Successful collaboration between engineering and mathematics education.

Czocher, J. A., & Manouchehri, A. (2013). Mathematical Modeling: Thinking or Applying? In Proceedings of the 19th International Conference on Engineering Education.

Tague, J., Czocher, J. A., Baker, G., Harper, K., Grzybowski, D., & Freuler, R. (2013). Engineering Faculty Perspectives on Mathematical Preparation of Students. In Proceedings of the 19th International Conference on Engineering Education.

Roble, A., Tague, J., Czocher, J. A., & Baker, G. (2013). Pencasts as Exemplars of Mathematical Modelling for Engineering Students. In Proceedings of the 19th International Conference on Engineering Education.

Czocher, J. A., & Manouchehri, A. (2012). Task design to capture mathematical modeling skills. In L. R. van Zoest, J.-J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 264). Western Michigan University.

Tague, J., Czocher, J. A., Manouchehri, A., & Baker, G. (2012). An academic perspective of mathematical literacy for engineering students. In L. R. van Zoest, J.-J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 129–130). Western Michigan University.

Czocher, J. A. (2012). Mathematical modelling and engineering majors. In J. Björqvist, M. Laasko, J. Rosl¨f, R. Tuohi, & S. Virtanen (Eds.), Proceedings of the 18th International Conference on Engineering Education (pp. 426–433). iNEER.

Tague, J., Czocher, J. A., & Baker, G. (2012). Mathematical literacy for engineering majors. In J. Björqvist, M. Laasko, J. Rosl¨f, R. Tuohi, & S. Virtanen (Eds.), Proceedings of the 18th International Conference on Engineering Education (pp. 854–861). iNEER.

Czocher, J. A., Tague, J., & Baker, G. (2012). Calculus: Foundations for differential equations. In Proceedings of the 12th International Congress on Mathematics Education, Topic Study Group 13.

Tague, J., Czocher, J. A., & Baker, G. (2012). Mathematical literacy for engineering students. In Proceedings of the 12th International Congress on Mathematics Education, Topic Study Group 6.

Czocher, J. A., & Baker, G. (2012). Mathematical modeling and engineering majors. In S. Brown, S. Larsen, K. Marrongelle, & M. Oehrtman (Eds.), Proceedings of the 15th annual Conference on Research in Undergraduate Mathematics Education (pp. 2-391-2–395). Mathematical Association of America.

Czocher, J. A. (2012). Smartpen technology as an instructional medium.

Czocher, J. A., & Baker, G. (2011). Contextual learning in math education for engineers. In W. Aung, J. Moscinski, J. Uhomoibhi, & W.-C. Wang (Eds.), World Innovations in Engineering Education and Research. Potomac, MD: iNEER.

Czocher, J. A. (2011). Explaining student performance through instruction. In L. R. Wiest & T. Lamberg (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 44–52). University of Nevada, Reno.

Czocher, J. A. (2011). Examining the relationship between contextual mathematics instruction and performance of engineering students. In J. Uhomoibhi (Ed.), Proceedings of the 17th International Conference on Engineering Education. iNEER. Retrieved from https://www.ineer.org/Events/ICEE2011/Papers.htm

Czocher, J. A. (2011). Comparing an applications-first approach and an analytic-techniques-first approach to teaching topics in differential equations.

Czocher, J. A. (2010). An exploration of factors that influence student achievement in differential equations. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 153). The Ohio State University.

Czocher, J. A., & Baker, G. (2010). Contextual learning in math education for engineers. In J. Mościński & M. Maciążekj (Eds.), Proceedings of the 16th International Conference on Engineering Education (Vol. 1). INEER.