skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Creators/Authors contains: "Weber, K"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; ; ; ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, S; Katz, B; Melhuish, K (Ed.)
    In this paper, we discuss our experience collaborating with mathematicians to increase their use of active learning pedagogy in a proof-based linear algebra course. We use this experience to attend to three primary research objectives. First, we identifi ed three primary categories of instructor considerations that would determine whether or not they would incorporate a proposed strategy. Second, we observed and made sense of which of these were most prominent for these mathematicians. Third, we determined what combination of considerations needed to be satisfi ed to warrant the implementation of a strategy by these mathematicians. 
    more » « less
    Free, publicly-accessible full text available July 28, 2026
  2. ; ; ; ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, S; Katz, B; Melhuish, K (Ed.)
    In this paper, we discuss our experience collaborating with mathematicians to increase their use of active learning pedagogy in a proof-based linear algebra course. We use this experience to attend to three primary research objectives. First, we identifi ed three primary categories of instructor considerations that would determine whether or not they would incorporate a proposed strategy. Second, we observed and made sense of which of these were most prominent for these mathematicians. Third, we determined what combination of considerations needed to be satisfi ed to warrant the implementation of a strategy by these mathematicians. 
    more » « less
    Free, publicly-accessible full text available July 28, 2026
  3. ; ; ; ; (, Proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    Free, publicly-accessible full text available November 21, 2025
  4. ; ; ; ; (, Proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    Free, publicly-accessible full text available November 21, 2025
  5. ; ; ; ; ; ; ; ; ; ; et al (, Genome Biology and Evolution)
    Wheat, Christopher (Ed.)
    Abstract We present a chromosome-length genome assembly and annotation of the Black Petaltail dragonfly (Tanypteryx hageni). This habitat specialist diverged from its sister species over 70 million years ago, and separated from the most closely related Odonata with a reference genome 150 million years ago. Using PacBio HiFi reads and Hi-C data for scaffolding we produce one of the most high-quality Odonata genomes to date. A scaffold N50 of 206.6 Mb and a single copy BUSCO score of 96.2% indicate high contiguity and completeness. 
    more » « less
    Full Text Available