Department of Mathematics and Statistics

UMaine Research in STEM Education (RiSE) Center

234 Neville Hall

Orono, ME 04469

speer@math.umaine.edu

Ph.D., Education in Mathematics, Science, and Technology, Univ. of California at Berkeley

M.A.T., Mathematics Education, Cornell University

A.B., Mathematics, Cornell University

**Research Areas**

Collegiate mathematics education; mathematics graduate student professional development; relationships among teachers’ beliefs,** **knowledge, and instructional practices; mathematics teacher practice, development, and change.

Download complete CV (PDF)

**Recent Publications**

Dorko, A. & Speer, N. (in press, 2013). Calculus students’ understanding of volume,* Investigations in Mathematics Learning. (PDF)*

Kung, D. & Speer, N. (2013). Do they really get it? Evaluating evidence of student understanding of power series, *PRIMUS*. [Uncorrected page proofs] (PDF)

Speer, N., Smith, J., & Horvath, A. (2010). Collegiate mathematics teaching: An unexamined practice, *Journal of Mathematical Behavior, *29(2), 99-114. (PDF)

Speer, N. & Wagner, J. (2009). Knowledge needed by a teacher to provide analytic scaffolding during undergraduate mathematics classroom discussions, *Journal for Research in Mathematics Education*, 40(5), 530-565. (PDF)

Kung, D. & Speer, N. (2009). Teaching assistants learning to teach: Recasting early teaching experiences as rich learning opportunities, Studies in Graduate and Professional Student Development, 12, 133-152. (PDF)

Speer, N, Gutmann, T., & Murphy, T. J. (2009). Educational research on mathematics graduate student teaching assistants: A decade of substantial progress, Studies in Graduate and Professional Student Development, 12, 1-10. (PDF)

Speer, N. (2008). Collections of beliefs and their relationship to mathematics* *teachers’ instructional practices, *Cognition and Instruction*,* 26*, 218-267. (PDF)

Speer, N., & Hald, O. (2008). How do mathematicians learn to teach? Implications from research on teachers and teaching for graduate student professional development. In M. Carlson and C. Rasmussen (Eds.),* Making the Connection: Research to Practice in Undergraduate Mathematics Education *(pp. 305-318). Washington: Mathematical Association of America. (PDF)

Wagner, J., Speer, N., & Rossa, B. (2007). Beyond mathematical content knowledge: A mathematician’s knowledge needed for teaching an inquiry-oriented differential equations course. *Journal of Mathematical Behavior*, *26*, 247-266. (PDF)

Speer, N. (2005). Issues of methods and theory in the study of mathematics teachers’ professed and attributed beliefs. *Educational Studies in Mathematics*, 58(3), 361 – 391. (PDF)

Speer, N, Gutmann, T., & Murphy, T. J. (2005). Mathematics teaching assistant preparation and development. *College Teaching, *53(2), 75-80. (PDF)

Speer, N. (2004). Meeting the changing needs of mathematics graduate student teaching assistants: The evolution of professional development activities for instruction using collaborative groups. Journal of Faculty Development, 20(1).

Robert, A. & Speer, N. (2001). Research on the teaching and learning of calculus/elementary analysis. In Holton, D. (Ed.) *The Teaching and Learning of Mathematics at University Level: An ICMI Study *(Vol. 7, p.283-299). Dordrecht & Boston: Kluwer Academic Publishers. (PDF)

**Select Recent Conference Proceedings**

Speer, N. & Frank, B. (2013). Building knowledge for teaching rates of change: Three cases of physics graduate students, Proceedings of the 16th Annual Conference for Research on Undergraduate Mathematics Education, Denver, CO. (PDF)

Dorko, A. & Speer, N. (2013). Calculus students’ understanding of volume, Proceedings of the 16th Annual Conference for Research on Undergraduate Mathematics Education, Denver, CO. (PDF)

Frank, B.W., & Speer, N. (2012). Developing knowledge for teaching: Three cases of physics graduate students. In S. Rebello, P. Engelhardt, & A.D. Churukian (Eds.), American Institute of Physics Conference Proceedings, (2012 Physics Education Research Conference). Secaucus: Springer. (PDF)

Kung, D. & Speer, N. (2010). Do they really get it? Evaluating evidence of student understanding of power series, Proceedings of the Thirteenth Conference on Research in Undergraduate Mathematics Education, Raleigh, NC. (PDF)

Speer, N. & Murphy, T. (2010). Working Group for Research About Novice Teachers of College Mathematics: Report from our Convening at the 2010 RUME Conference, *Proceedings of the Thirteenth Conference on Research in Undergraduate Mathematics Education, *Raleigh, NC. (PDF)

Speer, N. & King, K. (2009). Examining mathematical knowledge for teaching in secondary and post-secondary contexts. *Proceedings of the Twelfth Conference on Research in Undergraduate Mathematics Education*, Raleigh, NC. (PDF)

Speer, N. & Murphy, T. (2009). Working Group for Research About Novice Teachers of College Mathematics: Report from our Convening at the 2009 RUME Conference* Proceedings of the Twelfth Conference on Research in Undergraduate Mathematics Education*, Raleigh, NC. (PDF)

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