Scholarly and Creative Works
2025
- Tucci, A. A., Dawkins, P. C., & Roh, K. H. (2025). Student justifications regarding converse independence. The Journal of Mathematical Behavior, 80, 101269. https://doi.org/10.1016/j.jmathb.2025.101269
2024
- 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.
2023
- 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
2022
- Tucci, A. A., & Melhuish, K. M. (2022). Comparing Authenticity in Proof Activity in an In-Person and Online Setting. In In Karunakaran, S. S., & Higgins, A. (Eds.) Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education.
- Zolt, H. M., Tucci, A. A., & Melhuish, K. M. (2022). Relationships Between Dimensions Of Authenticity During An Inquiry-Oriented Abstract Algebra Activity. In In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J., Strayer, J., & Drown, S. (Eds). Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1108–1116).
- Zolt, H. M., Tucci, A. A., Melhuish, K. M., & Fukawa-Connelly, T. (2022). What Do Students Do To Develop Understanding of Definitions in Proof-Based Courses? In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education.
- Guajardo, L. R., Melhuish, K. M., Zolt, H. M., Gonzalez, M. A., Tucci, A. A., Patterson, C. L., & Curtin, E. (2022). Beliefs and Rationales For Instructor Questioning Choices During Class Discussion of the First Isomorphism Theorem. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education.
2021
- Hicks, M. D., Tucci, A. A., Koehne, C. R., Melhuish, K. M., & Bishop, J. L. (2021). Examining the Distribution of Authority in an Inquiry-Oriented Abstract Algebra Environment. In S. S. Karunakaran & A. Higgins (Eds.), 2021 Research in Undergraduate Mathematics Education Reports.