8 September 2025 Reading: Milenković, A., Takači, Đ., & Božić, R. (2022). On the influence of software application for visualization in teaching double integrals. Interactive Learning Environments, 30(7), 1291-1306.
30 June 2025 Guest Presentation Description: guest presentation by Sonja Otten and Karsten Kruse, on the insights from their Innovate and Share Gathertown project.
26 May 2025 Reading: Jones, S. R., & Dorko, A. (2015). Students’ understandings of multivariate integrals and how they may be generalized from single integral conceptions. The Journal of Mathematical Behavior, 40, 154–170.
28 April 2025 Reading: Borji, V., Martínez-Planell, R., & Trigueros, M. (2024). Students’ Understanding of Riemann Sums and Double Integrals: The Case of Task Design in APOS Theory. International Journal of Research in Undergraduate Mathematics Education, 1–29. Supplementary: Martínez-Planell, R., & Trigueros, M. (2020). Students’ understanding of Riemann sums for integrals of functions of two variables. The Journal of Mathematical Behavior, 59, 100791.
31 March 2025 Reading: Lin, F., Morland, R., & Yan, H. (2024). QuizMaster: An Adaptive Formative Assessment System. In Sifaleras, A., & Lin, F. (Eds.), Generative Intelligence and Intelligent Tutoring Systems. ITS 2024. Lecture Notes in Computer Science (Vol. 14798). Springer, Cham.
24 February 2025 Reading: Hanna, G., Larvor, B., & Yan, X. K. (2024). Using the proof assistant Lean in undergraduate mathematics classrooms. ZDM–Mathematics Education, 1–13.
27 January 2025 Reading: Schoenherr, J., Strohmaier, A. R., & Schukajlow, S. (2024). Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education. Educational Research Review, 100639.
25 November 2024 Reading: Vroom, K., Alzaga Elizondo, T., Barbosa, J. S., & Strand II, S. (2024). Teaching practices that support revising definition drafts to adhere to mathematical norms. Educational Studies in Mathematics, 1–18.
30 September 2024 Reading: Feudel, F., & Unger, A. (2024). Development and implementation of Concept-Test questions in abstract algebra. International Journal of Mathematical Education in Science and Technology, 1–30.
30 May 2024 Reading: Alcock, L., Attridge, N., Kenny, S., & Inglis, M. (2014). Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender. Research in Mathematics Education, 16(1), 1–17.
2 May 2024 Reading: Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549–571.
18 January 2024 Readings: Davies, B., Alcock, L., & Jones, I. (2020). Comparative judgement, proof summaries and proof comprehension. Educational Studies in Mathematics, 105, 181–197. Winkel, B. (2023). Using modelling to motivate and teach differential equations. International Journal of Mathematical Education in Science and Technology, 1–5.
14 December 2023 Reading: Alcock, L., Hodds, M., Roy, S., & Inglis, M. (2015). Investigating and improving undergraduate proof comprehension. Notices of the AMS, 62(7), 742–752. Supplementary Readings: Inglis, M., & Alcock, L. (2012). Expert and novice approaches to reading mathematical proofs. Journal for Research in Mathematics Education, 43(4), 358–390. Hodds, M., Alcock, L., & Inglis, M. (2014). Self-explanation training improves proof comprehension. Journal for Research in Mathematics Education, 45(1), 62–101.
