Biography
Dr. Tim FukawaConnelly's research interests include the teaching and learning of proofbased 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 tertiarylevel 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
Number 
Name 
Level 

EDUC 0865 
Albums and Algorithms 
Undergraduate 
EDUC 0915 
Honors Language in Society 
Undergraduate 
EDUC 2296 
Effective Teaching: Theory and Practice 
Undergraduate 
EDUC 8289 
Capstone Seminar Cur Iss 
Graduate 
EDUC 8401 
Philosophical Foundations of Educational Research 
Graduate 
Selected Publications

Rupnow, R., Hegg, M., FukawaConnelly, 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., FukawaConnelly, 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, (379406), 10.1007/s10857019094316). Journal of Mathematics Teacher Education, 23(6), pp. 633634. doi: 10.1007/s10857019094423

Weber, K., MejíaRamos, J.P., FukawaConnelly, 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., & FukawaConnelly, T. (2019). Individual and situational factors related to undergraduate mathematics instruction. International Journal of STEM Education, 6(1). doi: 10.1186/s4059401901752

McGuffey, W., Quea, R., Weber, K., Wasserman, N., FukawaConnelly, T., & Ramos, J.P.M. (2019). Pre and inservice teachers’ perceived value of an experimental real analysis course for teachers. International Journal of Mathematical Education in Science and Technology, 50(8), pp. 11661190. doi: 10.1080/0020739X.2019.1587021

Wasserman, N.H., Weber, K., FukawaConnelly, 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. 379406. doi: 10.1007/s10857019094316

Kim, H.W. & FukawaConnelly, T. (2019). The expected value of a random variable: Semiotic and lexical ambiguities. Mathematics Enthusiast, 16(13), pp. 231252.

Hegg, M., Papadopoulos, D., Katz, B., & FukawaConnelly, T. (2018). Preservice teacher proficiency with transformationsbased congruence proofs after a college proofbased geometry class. Journal of Mathematical Behavior, 51, pp. 5670. doi: 10.1016/j.jmathb.2018.07.002

Paoletti, T., Krupnik, V., Papadopoulos, D., Olsen, J., FukawaConnelly, T., & Weber, K. (2018). Teacher questioning and invitations to participate in advanced mathematics lectures. Educational Studies in Mathematics, 98(1). doi: 10.1007/s1064901898076

Krupnik, V., FukawaConnelly, T., & Weber, K. (2018). Students’ epistemological frames and their interpretation of lectures in advanced mathematics. Journal of Mathematical Behavior, 49, pp. 174183. doi: 10.1016/j.jmathb.2017.12.001

Wasserman, N.H., FukawaConnelly, T., Villanueva, M., MejiaRamos, J.P., & Weber, K. (2017). Making Real Analysis Relevant to Secondary Teachers: Building Up from and Stepping Down to Practice. PRIMUS, 27(6), pp. 559578. doi: 10.1080/10511970.2016.1225874

Weber, K., FukawaConnelly, T.P., MejíaRamos, J.P., & Lew, K. (2016). How to help students understand lectures in advanced mathematics. Notices of the American Mathematical Society, 63(10), pp. 11901193. doi: 10.1090/noti1435

FukawaConnelly, T. (2016). Responsibility for proving and defining in abstract algebra class. International Journal of Mathematical Education in Science and Technology, 47(5), pp. 733749. doi: 10.1080/0020739X.2015.1114159

FukawaConnelly, 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. 276281. doi: 10.1090/noti1339

Cook, S.A. & FukawaConnelly, 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. 167184. doi: 10.1080/0020739X.2015.1060642

Weinberg, A., Wiesner, E., & FukawaConnelly, T. (2016). Mathematics lectures as narratives: insights from network graph methodology. Educational Studies in Mathematics, 91(2), pp. 203226. doi: 10.1007/s1064901596636

FukawaConnelly, T. & Silverman, J. (2015). The Development of Mathematical Argumentation in an Unmoderated, Asynchronous MultiUser Dynamic Geometry Environment. Contemporary Issues in Technology & Teacher Education, 15(4), pp. 445488. Retrieved from http://libproxy.temple.edu/

Weinberg, A., FukawaConnelly, T., & Wiesner, E. (2015). Characterizing instructor gestures in a lecture in a proofbased mathematics class. Educational Studies in Mathematics, 90(3), pp. 233258. doi: 10.1007/s1064901596231

Kim, H.W. & FukawaConnelly, 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. 223240. doi: 10.7468/mathedu.2015.54.3.223

Cook, J.P. & FukawaConnelly, 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. 171185. doi: 10.1080/14926156.2015.1035463

Kim, H.W., FukawaConnelly, T., & Cook, S.A. (2015). Student understanding of symbols in introductory statistics courses. In The Teaching and Learning of Statistics: International Perspectives (pp. 163174). doi: 10.1007/9783319234700_21

FukawaConnelly, T.P. & Newton, C. (2014). Analyzing the teaching of advanced mathematics courses via the enacted example space. Educational Studies in Mathematics, 87(3), pp. 323349. doi: 10.1007/s1064901495542

Weinberg, A., Wiesner, E., & FukawaConnelly, T. (2014). Students' sensemaking frames in mathematics lectures. Journal of Mathematical Behavior, 33, pp. 168179. doi: 10.1016/j.jmathb.2013.11.005

FukawaConnelly, 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. 7588. doi: 10.1080/0020739X.2013.790509

FukawaConnelly, T.P. (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), pp. 325345. doi: 10.1007/s1064901294079

FukawaConnelly, T. (2012). Classroom sociomathematical norms for proof presentation in undergraduate in abstract algebra. Journal of Mathematical Behavior, 31(3), pp. 401416. doi: 10.1016/j.jmathb.2012.04.002