Tim Fukawa-Connelly

Tim Fukawa-Connelly

Assistant Professor of Secondary Education

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
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.