Tim FukawaConnelly
Assistant Professor of Secondary Education
Teaching & Learning
Ritter Hall 444
1301 Cecil B. Moore Ave.
Philadelphia, PA 19122
phone: (215) 2046206
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 proofbased mathematics, especially abstract algebra

Statistics education

Mathematics knowledge for teaching

Connecting undergraduate mathematics with K12 mathematics instruction

Mathematic Education

How teachers interpret and explain student errors
Recent Scholarship
Klein, V., FukawaConnelly, T., & Silverman, J., (in press). An online model for teacher collaboration around student work. Mathematics Teacher.
FukawaConnelly, 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., & FukawaConnelly, T. (2016). Mathematics lectures as narratives: insights from network graph methodology. Educational Studies in Mathematics, 91(2), 203226.
Kim, HK, & FukawaConnelly, 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).
FukawaConnelly, T. (2015). Responsibility for proving and defining in abstract algebra class. International Journal of Mathematical Education in Science and Technology, 117.
Lew, K., FukawaConnelly, T. P., MejíaRamos, 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), 162198.
Weinberg, A., FukawaConnelly, T., & Wiesner, E. (2015). Characterizing instructor gestures in a lecture in a proofbased mathematics class. Educational Studies in Mathematics, 90(3), 233258.
FukawaConnelly, T., & Silverman, J. (2015). The development of mathematical argumentation in an unmoderated, asynchronous multiUser 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., & FukawaConnelly, T. (2015). The use of examples in abstract algebra: An exploratory study. Canadian Journal of Science, Mathematics and Technology Education.
Cook, S. & FukawaConnelly, 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.
FukawaConnelly, T. P., & Newton, C. (2014). Analyzing the teaching of advanced mathematics courses via the enacted example space. Educational Studies in Mathematics, 87(3), 323349.
Weinberg, A., Wiesner, E., & FukawaConnelly, T. (2014). Students sensemaking frames in mathematics lectures. The Journal of Mathematical Behavior, 33, 168179.
FukawaConnelly, T. (2013). Toulmin Analysis: A tool for analyzing teaching and predicting student performance in proofbased classes. International Journal of Mathematical Education in Science and Technology. DOI:10.1080/0020739X.2013.790509
FukawaConnelly, T. (2012). A case study of one instructor’s lecturebased teaching of proof in abstract algebra: Making sense of her pedagogical moves. Educational Studies in Mathematics, 81(3), 325345. DOI: 10.1007/s1064901294079
FukawaConnelly, T. (2012). Classroom Sociomathematical Norms for Proof Presentation in Undergraduate in Abstract Algebra. Journal of Mathematical Behavior.
FukawaConnelly, T., & Buck, S. (2010). A new look at portfolio assignments. Mathematics Teacher, 103(9), 649654.
Marcus, R, FukawaConnelly, T., Conklin, M., & Marcus, R. (2007). New Thinking about College Mathematics: Implications for High School Mathematics. Mathematics Teacher, 101, 354358.
FukawaConnelly, T. (2005). Thoughts on learning advanced mathematics. For the Learning of Mathematics, 25(2), 3941.