This page contains lists of recent publications and presentations by group members as well as graduate student theses.

**Selected Recent Articles:**

Blaisdell, R. (2012). Student understanding of the concept of limit in calculus: How student responses vary depending on question rormat and type of representation. Proceeding of the 15th Annual Research in Undergraduate Mathematics Education Conference, Portland, Oregon, February 23-25, 2012. (PDF)

Frank, B., & Speer, N. (Under review, 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)

Hall, W. & Speer, N. (revising to resubmit). “The definite integral…it’s definite”: The role of language and semantic contamination in student thinking about integration, *Journal of Mathematical Behavior*.

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)

Kung, D. & Speer, N. (in press). Do they *really* get it? Evaluating evidence of student understanding of power series, *PRIMUS*.

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)

**Presentations (talks and posters):**

Pandiscio, E. (2013). Linking the Common Core State Standards, the Smarter Balanced Assessment, and Classroom Practice in High School Mathematics. Invited presentation, UMaine RiSE Center No Question Left Behind conference, Northport, ME.

Speer, N. (2013). Facilitating student work in collaborative small groups. Invited presentation, UMaine RiSE Center No Question Left Behind conference, Northport, ME.

Tyne, J. (2013). The Math in Focus ™ approach to teaching fraction division to 6th graders: Does it aim to provide both teachers and students with a rich multi-representational approach to understanding? Poster presentation, UMaine RiSE Center No Question Left Behind conference, Northport, ME. (PDF)

Bragdon, D. (2013). University students’ graph interpretation and comprehension abilities. Poster presentation, UMaine RiSE Center No Question Left Behind conference, Northport, ME. (PDF)

Michaud, K. (2013). Student experience at the Challenger Learning Center. Poster presentation, UMaine RiSE Center No Question Left Behind conference, Northport, ME. (PDF)

Blaisdell, R. (2012). Student understanding of the concept of limit in calculus: How student responses vary depending on question rormat and type of representation. Presentation at the 15th Annual Research in Undergraduate Mathematics Education Conference, Portland, Oregon, February 23-25, 2012. (talk PowerPoint show)

Conlogue, A. (2012). Solving problems using recursion: When students use recursion and why. Poster presentation, Integrating STEM Education Research into Teaching: Knowledge of Student Thinking National Conference, Orono, ME.

Dorko, A. & Speer, N. (in preparation). Calculus students’ understanding of volume in non-calculus contexts, to be submitted to *PRIMUS*.

Dorko, A. (2010). Student understanding of area and volume in selected calculus concepts, presentation in the RiSE Center Colloquium series, Univ. of Maine, Orono, Maine. (talk PowerPoint show)

Dorko, A. (2011). Calculus students’ understanding of area and volume in calculus- and non-calculus contexts, poster presentation at the RiSE Center Advisory Board Meeting, Univ. of Maine, Orono, Maine. (poster PDF)

Dorko, A. (2011). Calculus students’ understanding of area and volume in non-calculus contexts, thesis defense presentation, Univ. of Maine, Orono, Maine. (talk PowerPoint show)

Dorko, A. (2012). Calculus students’ understanding of volume in non-calculus contexts, Poster presentation, Integrating STEM Education Research into Teaching: Knowledge of Student Thinking National Conference, Orono, ME. (poster PDF)

Dorko, A. (2012). Calculus students’ understanding of volume in non-calculus contexts, Contributed talk presentation, Integrating STEM Education Research into Teaching: Knowledge of Student Thinking National Conference, Orono, ME. (talk PowerPoint show)

Frank, B. & Speer, N. (2012). Developing knowledge for teaching: Three cases of physics graduate students. Physics Education Research Conference, Philadelphia. August 2012. (poster PDF)

Frank, B. & Speer, N. (2011). On The Job Learning: Graduate Student Instructors’ Development of Knowledge for Teaching, Presentation at the No Question Left Behind: Bringing Guided-Inquiry Curricula into Science and Mathematics Classrooms, UMaine RiSE Center, Orono, ME. (poster PDF).

Rizzo, S. (2012). College students? understanding of geometric dilations, Integrating STEM Education Research into Teaching: Knowledge of Student Thinking National Conference, Orono, ME. (poster PDF).

Speer, N. (2012). Definitions of mathematical knowledge for teaching: Using these constructs in research on secondary and college mathematics teachers. Invited presentation, Mathematics Education Seminar Series, Boston College, Chestnut Hill, MA. (talk slides PDF)