Faculty Profile for Carlos Ivan Acevedo

Selected Scholarly/Creative Work

• Ellis, B. M., Alzaga Elizondo, T., Patterson, C. L., Acevedo, C. I., & Ashby, J. R. (n.d.). Networking theories to investigate status and (in)equities in small group proof contexts. In Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education.
• Austin, C. K., Strickland, S. K., Melhuish, K. M., & Acevedo, C. I. (n.d.). Student Perceptions of Group Worthy Tasks in Proof-Based Courses. In In Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA).
• Apkarian, N., Guglielmo, J., Ruiz, S., Acevedo, C. I., Melhuish, K. M., & Johnson, E. (n.d.). Estudiante Perceptions of Classroom Inclusion: A Pilot Study. In In Cook, S., Katz, B., & Moore-Russo D. (Eds.) Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education.
• Patterson, C. L., Bui, M. T. T., Guajardo, L. R., Acevedo, C. I., Rygaard Gaspard, B. R., & McGraw, R. (2023). Worthwhile problems: How teachers evaluate the instructional suitability of contextual algebra tasks.
• 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).