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Mathematics Education Research Group


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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.


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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Contact Information

Mathematics Education Research Group
333 Neville Hall
Orono, Maine 04469
E-mail: speer@math.umaine.edu
The University of Maine
Orono, Maine 04469
207.581.1110
A Member of the University of Maine System