-
Patterson, C. L., Dawkins, P. C., Zolt, H. M., Tucci, A. A., Lew, K. M., & Melhuish, K. M. (2024). Adapting the proof of Lagrange’s Theorem into a sequence of group-work tasks. PRIMUS, 1–15.
-
Ruiz, S., Roh, K. H., Dawkins, P. C., Eckman, D., & Tucci, A. A. (2023). Differences in Students’ Beliefs and Knowledge Regarding Mathematical Proof: Comparing Novice and Experienced Provers. In RUME Conference Proceedings. Retrieved from http://sigmaa.maa.org/rume/RUME25v2.pdf
-
Tucci, A. A., Dawkins, P. C., Roh, K. H., Eckman, D., & Ruiz, S. (2023). Student Explanations and Justifications Regarding Converse Independence. In RUME Conference Proceedings. Retrieved from http://sigmaa.maa.org/rume/RUME25v2.pdf
-
Eckman, D., Roh, K. H., Dawkins, P. C., Ruiz, S., & Tucci, A. A. (2023). Two Vignettes on Students’ Symbolizing Activity for Set Relationships. In RUME Conference Proceedings. Retrieved from http://sigmaa.maa.org/rume/RUME25v2.pdf
-
Roh, K. H., Dawkins, P. C., Eckman, D., Ruiz, S., & Tucci, A. A. (2023). Instructional interventions and teacher moves to support student learning of logical principles in mathematical contexts. In RUME Conference Proceedings. Retrieved from http://sigmaa.maa.org/rume/RUME25v2.pdf
