Faculty Profiles

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/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 Cook, S., Katz, B., & Melhuish, K. (Eds.), Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education (pp. 439–447).

Ellis, B. M. (n.d.). Teachers’ discourse in relation to research-based equity-oriented group work practices. Journal of Mathematics Teacher Education.

Smith, E. P., & Ellis, B. M. (n.d.). Discursive drift in the enactment of small group elementary mathematical writing tasks. Investigations in Mathematical Learning.

Ellis, B. M., Alzaga Elizondo, T., & Guajardo, L. (n.d.). A narrative inquiry into students’ proof journeys and mathematical master narratives. In Cook, S., Katz, B., & Melhuish, K. (Eds.), Proceedings of the 28th Annual Conference on Research on Undergraduate Mathematics Education.

Alzaga Elizondo, T., Guajardo, L., & Ellis, B. M. (n.d.). Students’ perspectives of proof community values and goals. In Cook, S., Katz, B., & Melhuish, K. (Eds.), Proceedings of the 28th Annual Conference on Research on Undergraduate Mathematics Education.

Dvarishkis, B. C., Austin, C., Acevedo, C. I., Melhuish, K. M., Ellis, B. M., & Roan, E. A. (n.d.). “But You Gotta Put In Work”: The Difference of Groupwork. In Proceedings of the 28th Annual Conference on Research on Undergraduate Mathematics Education.

Smith, E. P., Pinilla, R. K., Schmidt, A. N., Freeland, S. P., & Ellis, B. M. (n.d.). Unforgetting Critical Events in Mathematics Identity Development: A Multi-Institutional Narrative Analysis of Math Autobiographies.

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

Vroom, K., & Ellis, B. M. (2024). Sociomathematical scaffolding as students engage in revising draft definitions, conjectures, and proofs. Educational Studies in Mathematics, 116, 27–47. https://doi.org/10.1007/s10649-023-10294-1

Ellis, B. M., & Alzaga Elizondo, T. (2023). Exploring how status influences relational and participatory equity in inquiry-oriented small group interactions. In Cook, S., Katz, B., & Moore-Russo, D. (Eds.), Proceedings of the 25th Annual Conference on Research on Undergraduate Mathematics Education (pp. 324–332).

Melhuish, K. M., Ellis, B. M., & Sorto, M. A. (2023). Using a formative evaluation framework to validate a teaching observation tool. In T. Lamberg & D. Moss (Eds.), Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (Vol. 1, pp. 760–769). https://doi.org/https://doi.org/10.51272/pmena.45.2023

Alzaga Elizondo, T., & Ellis, B. M. (2023). Google docs as a tool to support rough-draft math discourse. In T. Lamberg & D. Moss (Eds.), Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (Vol. 2, pp. 312–316). https://doi.org/https://doi.org/10.51272/pmena.45.2023

Vroom, K., Gehrtz, J., Apkarian, N., Alzaga Elizondo, T., Ellis, B., & Hagman, J. (2022). Characteristics of interactive classrooms that first year students find helpful. International Journal of STEM Education, 7(2), 379–399. https://doi.org/10.1186/s40594-022-00354-y

Ellis, B. M., & Wrightsman, E. M. (2022). Exploring enacting open tasks from a cultural perspective. Journal of Mathematics Teacher Education in Texas (JMTET), 12(3), 10–13.

Melhuish, K. M., Vroom, K., Lew, K. M., & Ellis, B. (2022). Operationalizing authentic mathematical proof activity using disciplinary tools. The Journal of Mathematical Behavior, 68, 101009. https://doi.org/10.1016/j.jmathb.2022.101009

Melhuish, K. M., Vroom, K., Lew, K. M., & Ellis, B. (2021). Operationalizing authentic and disciplinary activity for the undergraduate context. In Olanoff, D., Johnson, K., & Spitzer, S.M. (Eds.), Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 349–358).

Ellis, B. M., Larsen, S., Voigt, M., & Vroom, K. (2021). Where Calculus and Engineering converge: an analysis of curricular change in calculus for engineers. International Journal of Research in Undergraduate Mathematics Education, 7(2), 379–399. https://doi.org/10.1007/s40753-020-00130-9

Ellis, B. M., Pham, A., Bianco, K., & Thanheiser, E. (2021). Illuminating purposes of group work through teachers’ language in everyday mathematics lessons. In D. Olanoff, K. Johnson, & S. M. Spitzer (Eds.), Proceedings of the Forty-Third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). (pp. 1510–1514).

Melhuish, K. M., Ellis, B., & Hicks, M. D. (2020). Group Theory Students’ Perceptions of Binary Operation. Educational Studies in Mathematics, 103(1), 63–81.

Melhuish, K. M., Strickland, S. K., Ellis, B., Byeonguk Han, S., Pham, A., & Thanheiser, E. (2020). Profiling productive mathematical teaching moves in 4th-8th mathematics classrooms. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2017–2025). https://doi.org/https://doi.org/10.51272/pmena.42.2020-338