Faculty Profiles

Featured scholarly/creative works

• Ellis, B. M., Alzaga Elizondo, T., & Guajardo, L. (2026). A narrative inquiry into students’ proof journeys and mathematical master narratives. In In A.P. Adiredja, B.P. Katz, K. Melhuish, & K. Gallagher (Eds.), Proceedings of the 28th Annual Conference on Research on Undergraduate Mathematics Education (pp. 348–356).
• Alzaga Elizondo, T., Vroom, K., & Ellis, B. M. (2026). “It is always a quandary”: Uncertainty (d)iscourse in the proof classroom. In R. M. Zbiek, X. Yao, A. McCloskey, & F. Arbaugh (Eds.), Proceedings of the Forty-Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1641–1645). https://doi.org/10.51272/pmena.47.2025
• Ellis, B. M., Austin, C. K., Hamilton, C. D., Dvarishkis, B. C., & Melhuish, K. M. (2025). Examining inequitable talk and perceived status during group-worthy tasks in an undergraduate topology course. In S. Cook, B. Katz, & K. Melhuish (Eds.), Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education (pp. 439–447).
• Ellis, B. M., & Alzaga Elizondo, T. (2024). Two competing storylines that influenced status during small group proof activity. In K. W. Kosko, J. Caniglia, S. A. Courtney, M. Zolfaghari, & G. A. Morris (Eds.), Proceedings of the Forty-Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 264–269). https://doi.org/10.51272/pmena.46.2024
• Ellis, B. M., & Wrightsman, E. (2024). A counterstory of a Black girl’s forms of resilience in a standards-based mathematics classroom. Journal of Urban Mathematics Education, 17(1), 48–83. https://doi.org/10.21423/jume-v17i1a514