## Group Members - Natasha Speer

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.

**Recent Publications**

Dorko, A. & Speer, N. (2015). Deepening Students’ Understanding of Area and Volume by Focusing on Units and Arrays, *Journal of the California Mathematics Project*, Vo. 7, 7-14.

Bragdon, D., Pandiscio, E., & Speer, N. (to appear, 2017). University Students’ Graph Interpretation and Comprehension Abilities, *Investigations in Mathematics Learning*.

Hauk, S., Speer, N. M., Kung, D., Tsay, J.-J., & Hsu, E. (Eds.) (2015). *Video Cases for College Mathematics Instructor Professional Development.*

Deshler, J., Hauk, S., & Speer, N. (June/July, 2015). Mathematics Graduate Students: Teaching Assistants (TAs) and Professional Development for Teaching in the U.S., *Notices of the American Mathematics Society*, *62*(6), 638-643.

Dorko, A. & Speer, N. (2015). Calculus students’ understanding of area and volume units. *Investigations in Mathematics Learning*, 8(*1)*, 23-46.

Speer, N., King, K. & Howell, H. (2014). Definitions of mathematical knowledge for teaching: Using these constructs in research on secondary and college mathematics teachers, *Journal of Mathematics Teacher Education, 18*(2), 105-122.

Dorko, A. & Speer, N. (2014). Calculus students’ understanding of volume. *Investigations in Mathematics Learning, 6*(2)*, *48-68.

Kung, D. & Speer, N. (2013). Do they *really* get it? Evaluating evidence of student understanding of power series,* PRIMUS: **Problems, Resources, and Issues in Mathematics Undergraduate Studies*, 23:5, 419-433, DOI: 10.1080/10511970.2012.736122.

**Select Recent Conference Proceedings**

Ellis, J., Deshler, J. & Speer, N. (to appear, 2016). How do mathematics departments evaluate their graduate teaching assistant professional development programs? Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education.

Case, J. & Speer, N. (2016). Calculus students’ understanding of logical implication and its relationship to their understanding of calculus theorems. Proceedings of the 19^{th} Annual Conference for Research on Undergraduate Mathematics Education, Pittsburgh, PA.

Ellis, J., Deshler, J. & Speer, N. (2016). Supporting institutional change: A two-pronged approach related to graduate teaching assistant professional development. Proceedings of the 19^{th} Annual Conference for Research on Undergraduate Mathematics Education, Pittsburgh, PA.

Hauk, S., Hsu, E. & Speer, N. (2016). What would the research look like? Knowledge for teaching mathematics capstone courses for future secondary teachers. Proceedings of the 19^{th} Annual Conference for Research on Undergraduate Mathematics Education, Pittsburgh, PA.

Speer, N. & Kung, D. (2016). The complement of RUME: What’s missing from our research? Proceedings of the 19^{th} Annual Conference for Research on Undergraduate Mathematics Education, Pittsburgh, PA.

Firouzian, S. & Speer, N. (2015). Integrated mathematics and science knowledge for teaching framework, in Fukawa-Connelly, T. Infante, N., Keene, K. and Zandieh, M. (Eds.), Proceedings of the 18^{th} Annual Conference on Research in Undergraduate Mathematics Education, (pp. 509-521). Pittsburgh, Pennsylvania.

Dorko, A. & Speer, N. (2014). Calculus students’ understanding of units. Proceedings of the 17^{th} Annual Conference for Research on Undergraduate Mathematics Education, Denver, CO (Vol. 1, p. 584-592).

Speer, N. & Firouzian, S. (2014). Current and future faculty members’ mathematical knowledge for teaching calculus, in Fukawa-Connelly, T., Karakok, G., Keene, K., and Zandieh, M. (Eds.), Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education, 2014, (pp. 1052-1057). Denver, Colorado.