Faculty Profiles

Colleges and Departments
Portrait of Dr. Bea Ellis

Dr. Bea Ellis

  • Assistant Professor at Mathematics, College of Science & Engineering

Scholarly and Creative Works

2025

  • Alzaga Elizondo, T., Vroom, K., & Ellis, B. M. (n.d.). “It is always a quandary”: Uncertainty (d)iscourse in the proof classroom.

2024

  • 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). Retrieved from https://www.pmena.org/pmenaproceedings/PMENA%2046%202024%20Proceedings.pdf
  • Ellis, B. M., Austin, C. K., Hamilton, C. D., Dvarishkis, B. C., & Melhuish, K. M. (n.d.). Examining Inequitable Talk and Perceived Status During Group-Worthy Tasks in an Undergraduate Topology Course. In Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education.
  • 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

2023

  • 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). Retrieved from http://sigmaa.maa.org/rume/RUME25_Proceedings.pdf
  • 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

2022

  • 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. Retrieved from https://amtetxdotorg.wpcomstaging.com/wp-content/uploads/2023/01/JMTET-Winter-2022.pdf
  • 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

2021

  • 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). Retrieved from https://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf

2020

  • 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