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Award ID contains: 2411661

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  1. (, PRIMUS)
    Free, publicly-accessible full text available July 16, 2026
  2. ; ; ; (, MAA)
    Diversity, Equity, and Inclusion (DEI) has become an increasingly important topic in mathematics education and in the professional development (PD) of Mathematics Graduate Teaching Assistants (MGTAs). Currently, little is known about the types of initiatives that are effective in supporting MGTAs’ use of equitable and inclusive teaching practices. Based on data from 45 MGTAs enrolled in our DEI-focused PD program, we propose a preliminary framework to elucidate the characteristics of activities that support MGTAs’ engagement in DEI issues. We illustrate the utility of the framework by highlighting examples of activities in alignment with the framework, as well as the memorable impact of these activities on the MGTAs who completed coursework in our PD program. 
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    Free, publicly-accessible full text available February 28, 2026
  3. ; ; ; ; (, MAA)
    Free, publicly-accessible full text available February 28, 2026
  4. ; ; ; ; ; ; (, Notices of the American Mathematical Society)
    Free, publicly-accessible full text available February 20, 2026
  5. (, The Journal of Mathematical Behavior)
    Research on covariational reasoning has continued to evolve as researchers learn more about how students coordinate two (or more) quantities’ values as covarying. In this study, I examine the connection between students’ covariational reasoning and how they interpret the value of a rate of change. The findings suggest that attending to students’ quantification of a rate of change can provide insight into their covariational reasoning and how we might better support students in reasoning at higher levels. Additionally, this manuscript provides an update to the Carlson et al. (2002) Covariation Framework that includes two additional categories of student reasoning and an additional dimension that describes students’ interpretation of a rate value at each level of the framework. 
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