Tim Fukawa-Connelly

Tim Fukawa-Connelly

Assistant Professor
Teaching & Learning

Ritter Hall 444
1301 Cecil B. Moore Ave.
Philadelphia, PA 19122
phone: (215) 204-6206
tim.fc@temple.edu

 


 

 

 

 

Education
  • Ph.D., Mathematics Education, University of Maryland, College Park, 2007

  • M.A., Mathematics and Spanish, Miami University, Oxford, Ohio, 2000

  • B.A., History, Mathematics, Spanish, University of Portland, Portland, Oregon, 1997

Areas of Professional Interest
  • Teaching and learning of undergraduate proof-based mathematics, especially abstract algebra

  • Statistics education

  • Mathematics knowledge for teaching

  • Connecting undergraduate mathematics with K-12 mathematics instruction

  • Mathematic Education

  • How teachers interpret and explain student errors

Recent Scholarship
Publications
 
Klein, V., Fukawa-Connelly, T., & Silverman, J., (in press). An online model for teacher collaboration around student work. Mathematics Teacher.
 
Fukawa-Connelly, T., Johnson, E., & Keller, R. (2016). Can Math Education Research Improve the Teaching of Abstract Algebra?. Notices of the AMs, 63(3).
 
Weinberg, A., Wiesner, E., & Fukawa-Connelly, T. (2016). Mathematics lectures as narratives: insights from network graph methodology. Educational Studies in Mathematics, 91(2), 203-226.
 
Kim, HK, & Fukawa-Connelly, T.(2015) Challenges faced by a mathematically strong student in transferring his success in mathematics to statistics: A case study. Journal of the Korean Society of Mathematics Education, 54(3).
 
Fukawa-Connelly, T. (2015). Responsibility for proving and defining in abstract algebra class. International Journal of Mathematical Education in Science and Technology, 1-17.
 
Lew, K., Fukawa-Connelly, T. P., Mejía-Ramos, J. P., & Weber, K. (2016). Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey. Journal for Research in Mathematics Education, 47(2), 162-198.
 
Weinberg, A., Fukawa-Connelly, T., & Wiesner, E. (2015). Characterizing instructor gestures in a lecture in a proof-based mathematics class. Educational Studies in Mathematics, 90(3), 233-258.
 
Fukawa-Connelly, T., & Silverman, J. (2015). The development of mathematical argumentation in an unmoderated, asynchronous multi-User dynamic geometry environment. Contemporary Issues in Technology and Teacher Education, 15(4). Retrieved from http://www.citejournal.org/vol15/iss4/mathematics/article1.cfm
 
Cook, J.P., & Fukawa-Connelly, T. (2015).  The use of examples in abstract algebra: An exploratory study.  Canadian Journal of Science, Mathematics and Technology Education.
 
Cook, S. & Fukawa-Connelly, T. (2015). The incoming statistical knowledge of undergraduate majors in a department of mathematics and statistics. International Journal of Mathematical Education in Science and Technology.
 
Fukawa-Connelly, T. P., & Newton, C. (2014). Analyzing the teaching of advanced mathematics courses via the enacted example space. Educational Studies in Mathematics, 87(3), 323-349.
 
Weinberg, A., Wiesner, E., & Fukawa-Connelly, T. (2014).  Students sense-making frames in mathematics lectures.  The Journal of Mathematical Behavior, 33, 168-179.
 
Fukawa-Connelly, T.  (2013).  Toulmin Analysis:  A tool for analyzing teaching and predicting student performance in proof-based classes. International Journal of Mathematical Education in Science and Technology.  DOI:10.1080/0020739X.2013.790509
 
Fukawa-Connelly, T. (2012). A case study of one instructor’s lecture-based teaching of proof in abstract algebra: Making sense of her pedagogical moves.  Educational Studies in Mathematics, 81(3), 325-345. DOI: 10.1007/s10649-012-9407-9
 
Fukawa-Connelly, T. (2012).  Classroom Sociomathematical Norms for Proof Presentation in Undergraduate in Abstract Algebra.  Journal of Mathematical Behavior.  
 
Fukawa-Connelly, T., & Buck, S. (2010).  A new look at portfolio assignments.  Mathematics Teacher, 103(9), 649-654.
 
Marcus, R, Fukawa-Connelly, T., Conklin, M., & Marcus, R.  (2007).  New Thinking about College Mathematics: Implications for High School Mathematics.  Mathematics Teacher, 101, 354-358.
 
Fukawa-Connelly, T.  (2005). Thoughts on learning advanced mathematics.  For the Learning of Mathematics, 25(2), 39-41.
 
Presentations
 
Fukawa-Connelly, T. (2016, May). Opportunity to learn from lectures in advanced mathematics. Invited Presentation, Portland State University.
 
Fukawa-Connelly, T. (2016, March). Opportunity to learn from lectures in advanced mathematics. Invited Presentation, West Virginia University. Timothy P. Fukawa-Connelly Page 9 of 15
 
Moore, R. C., Byrne, M., Hanusch, S., & Fukawa-Connelly, T. (2016, March). Proof grading: Is it worth your time and effort? Research presentation at the Annual Conference of the Michigan Academy of Science, Arts and Letters, Saginaw valley State University, University Center, Michigan.
 
Moore, R. C., Byrne, M., Fukawa-Connelly, T., & Hanusch, S. (2016, February). Interpretingproof feedback: Do our students know what we’re saying? Research presentation at the 19th Annual Conference on Research in Undergraduate Mathematics Education, Pittsburgh, Pennsylvania.
 
Moore, R. C., Byrne, M., Fukawa-Connelly, T., & Hanusch, S. (2016, January). Interpreting proof feedback: Do our students know what we’re saying? Research presentation at the Joint Mathematics Meetings, Seattle, Washington.
 
Moore, R. C., Byrne, M., Hanusch, S., & Fukawa-Connelly, T. (2016, April). Is grading papers an effective teaching practice? Research presentation at the 14th Annual Teaching and Learning Conference, Andrews University, Berrien Springs, Michigan.
 
McCrone, S., Chaar, M., Fukawa-Connelly, T. (2016, July). Situating Teacher Education in the Work of Teaching. Poster Presentation International Congress of Mathematics Education. Hamburg, Germany.
 
Lew, K. Krupnik, V., Olsen, J., Fukawa-Connelly, T., & Weber, K. (2016, February). Colloquial mathematics in mathematics lectures. Research poster presentation at the 19th Annual Conference on Research in Undergraduate Mathematics Education, Pittsburgh, Pennsylvania.
 
Cook, S., Murphy, S., & Fukawa-Connelly, T. (2016, February). Divergent definitions of inquiry-based learning in undergraduate mathematics. Research presentation at the 19th Annual Conference on Research in Undergraduate Mathematics Education, Pittsburgh, Pennsylvania.
 
Fukawa-Connelly, T., Johnson, E., & Keller, R. (2016, February). Results from a national survey of abstract algebra instructors: Math ed is solving problems they don't have. Research presentation at the 19th Annual Conference on Research in Undergraduate Mathematics Education, Pittsburgh, Pennsylvania.