Biography

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

Number

Name

Level

EDUC 1016

Mathematics for Educators

Undergraduate

EDUC 2296

Effective Teaching: Theory and Practice

Undergraduate

EDUC 4389

Field Experience

Undergraduate

EDUC 8401

Philosophical Foundations of Educational Research

Graduate

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.