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: "Plaxco, David"

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. ; ; (, The Special Interest Group of the Mathematical Association of America for Research in Undergraduate Mathematics Education.)
    Accepted Manuscript Full Text Available
  2. ; ; (, The Special Interest Group of the Mathematical Association of America for Research in Undergraduate Mathematics Education.)
    Accepted Manuscript Full Text Available
  3. ; ; (, PRIMUS)
    Full Text Available 
  4. ; ; (, Alfréd Rényi Institute of Mathematics; ERME.)
    Accepted Manuscript Full Text Available
  5. ; ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel; Katz, Brian; Moore-Russo, Deborah (Ed.)
    We present preliminary results of students’ strategies playing Vector Unknown: Echelon Seas [VUES], a 3D videogame intended to support student reasoning about vectors. Our team designed VUES by drawing on theories from Inquiry-Oriented Instruction (IOI), Game-Based Learning [GBL] and Realistic Mathematics Education [RME]. VUES builds from a prior 2D game by giving players vectors with 1, 2, or 3 components, depending on the level. We use codes from our team’s prior analysis (Mauntel et al, 2020) to analyze strategies in the 3D game. Early results show that students develop similar strategies during 3D gameplay as other students developed while playing the 2D game. However, we have also found new strategies that we did not witness with 2D gameplay, requiring us to extend our coding scheme. Further, early results emphasized the need for design changes to the 3D game to better support players’ progress. 
    more » « less
    Accepted Manuscript Full Text Available
  6. ; ; ; (, Digital Experiences in Mathematics Education)
    Full Text Available