Dr. Tim Fukawa-Connelly's research interests include the teaching and learning of proof-based mathematics courses (especially abstract algebra and real analysis), mathematics teacher education, and statistics education. He is just starting to explore how students experience the transition between secondary- and tertiary-level mathematics. Most of his work focuses on the relationship between what happens in the mathematics classroom and what students know, learn, and believe about mathematics after experiencing those classrooms. Currently, he is attempting to better understand why students have difficulty in learning from lectures in advanced mathematics and what types of changes promote additional learning (especially the informal aspects of mathematics).

Research Interests

  • Mathematics Education
  • Student Knowledge
  • Teacher Education/Development

Courses Taught




EDUC 0865

Albums and Algorithms


EDUC 0915

Honors Language in Society


EDUC 2296

Effective Teaching: Theory and Practice


EDUC 8289

Capstone Seminar Cur Iss


EDUC 8401

Philosophical Foundations of Educational Research


Selected Publications

  • Rupnow, R., Hegg, M., Fukawa-Connelly, T., Johnson, E., & Weber, K. (2021). How mathematicians assign homework problems in abstract algebra courses. Journal of Mathematical Behavior, 64. doi: 10.1016/j.jmathb.2021.100914

  • Wasserman, N.H., Weber, K., Fukawa-Connelly, T., & McGuffey, W. (2020). Correction to: designing advanced mathematics courses to influence secondary teaching: fostering mathematics teachers’ “attention to scope” (Journal of Mathematics Teacher Education, (2019), 22, 4, (379-406), 10.1007/s10857-019-09431-6). Journal of Mathematics Teacher Education, 23(6), pp. 633-634. doi: 10.1007/s10857-019-09442-3

  • Weber, K., Mejía-Ramos, J.P., Fukawa-Connelly, T., & Wasserman, N. (2020). Connecting the learning of advanced mathematics with the teaching of secondary mathematics: Inverse functions, domain restrictions, and the arcsine function. Journal of Mathematical Behavior, 57. doi: 10.1016/j.jmathb.2019.100752

  • Johnson, E., Keller, R., Peterson, V., & Fukawa-Connelly, T. (2019). Individual and situational factors related to undergraduate mathematics instruction. International Journal of STEM Education, 6(1). doi: 10.1186/s40594-019-0175-2

  • McGuffey, W., Quea, R., Weber, K., Wasserman, N., Fukawa-Connelly, T., & Ramos, J.P.M. (2019). Pre- and in-service teachers’ perceived value of an experimental real analysis course for teachers. International Journal of Mathematical Education in Science and Technology, 50(8), pp. 1166-1190. doi: 10.1080/0020739X.2019.1587021

  • Wasserman, N.H., Weber, K., Fukawa-Connelly, T., & McGuffey, W. (2019). Designing advanced mathematics courses to influence secondary teaching: fostering mathematics teachers’ “attention to scope”. Journal of Mathematics Teacher Education, 22(4), pp. 379-406. doi: 10.1007/s10857-019-09431-6

  • Kim, H.W. & Fukawa-Connelly, T. (2019). The expected value of a random variable: Semiotic and lexical ambiguities. Mathematics Enthusiast, 16(1-3), pp. 231-252.

  • Hegg, M., Papadopoulos, D., Katz, B., & Fukawa-Connelly, T. (2018). Preservice teacher proficiency with transformations-based congruence proofs after a college proof-based geometry class. Journal of Mathematical Behavior, 51, pp. 56-70. doi: 10.1016/j.jmathb.2018.07.002

  • Paoletti, T., Krupnik, V., Papadopoulos, D., Olsen, J., Fukawa-Connelly, T., & Weber, K. (2018). Teacher questioning and invitations to participate in advanced mathematics lectures. Educational Studies in Mathematics, 98(1). doi: 10.1007/s10649-018-9807-6

  • Krupnik, V., Fukawa-Connelly, T., & Weber, K. (2018). Students’ epistemological frames and their interpretation of lectures in advanced mathematics. Journal of Mathematical Behavior, 49, pp. 174-183. doi: 10.1016/j.jmathb.2017.12.001

  • Wasserman, N.H., Fukawa-Connelly, T., Villanueva, M., Mejia-Ramos, J.P., & Weber, K. (2017). Making Real Analysis Relevant to Secondary Teachers: Building Up from and Stepping Down to Practice. PRIMUS, 27(6), pp. 559-578. doi: 10.1080/10511970.2016.1225874

  • Weber, K., Fukawa-Connelly, T.P., Mejía-Ramos, J.P., & Lew, K. (2016). How to help students understand lectures in advanced mathematics. Notices of the American Mathematical Society, 63(10), pp. 1190-1193. doi: 10.1090/noti1435

  • Fukawa-Connelly, T. (2016). Responsibility for proving and defining in abstract algebra class. International Journal of Mathematical Education in Science and Technology, 47(5), pp. 733-749. doi: 10.1080/0020739X.2015.1114159

  • Fukawa-Connelly, T., Johnson, E., & Keller, R. (2016). Can math education research improve the teaching of abstract algebra? Notices of the American Mathematical Society, 63(3), pp. 276-281. doi: 10.1090/noti1339

  • Cook, S.A. & Fukawa-Connelly, T. (2016). The incoming statistical knowledge of undergraduate majors in a department of mathematics and statistics. International Journal of Mathematical Education in Science and Technology, 47(2), pp. 167-184. doi: 10.1080/0020739X.2015.1060642

  • Weinberg, A., Wiesner, E., & Fukawa-Connelly, T. (2016). Mathematics lectures as narratives: insights from network graph methodology. Educational Studies in Mathematics, 91(2), pp. 203-226. doi: 10.1007/s10649-015-9663-6

  • Fukawa-Connelly, T. & Silverman, J. (2015). The Development of Mathematical Argumentation in an Unmoderated, Asynchronous Multi-User Dynamic Geometry Environment. Contemporary Issues in Technology & Teacher Education, 15(4), pp. 445-488. Retrieved from

  • 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), pp. 233-258. doi: 10.1007/s10649-015-9623-1

  • Kim, H.W. & Fukawa-Connelly, T. (2015). Challenges Faced by a Mathematically Strong Student Intransferring his Success in Mathematics to Statistics: A Case Study. The Mathematical Education, 54(3), pp. 223-240. doi: 10.7468/mathedu.2015.54.3.223

  • Cook, J.P. & Fukawa-Connelly, T. (2015). The Pedagogical Examples of Groups and Rings That Algebraists Think Are Most Important in an Introductory Course. Canadian Journal of Science, Mathematics and Technology Education, 15(2), pp. 171-185. doi: 10.1080/14926156.2015.1035463

  • Kim, H.W., Fukawa-Connelly, T., & Cook, S.A. (2015). Student understanding of symbols in introductory statistics courses. In The Teaching and Learning of Statistics: International Perspectives (pp. 163-174). doi: 10.1007/978-3-319-23470-0_21

  • 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), pp. 323-349. doi: 10.1007/s10649-014-9554-2

  • Weinberg, A., Wiesner, E., & Fukawa-Connelly, T. (2014). Students' sense-making frames in mathematics lectures. Journal of Mathematical Behavior, 33, pp. 168-179. doi: 10.1016/j.jmathb.2013.11.005

  • Fukawa-Connelly, T. (2014). Using Toulmin analysis to analyse an instructor's proof presentation in abstract algebra. International Journal of Mathematical Education in Science and Technology, 45(1), pp. 75-88. doi: 10.1080/0020739X.2013.790509

  • Fukawa-Connelly, T.P. (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), pp. 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, 31(3), pp. 401-416. doi: 10.1016/j.jmathb.2012.04.002