Mathematics Education Faculty Member, Department of Mathematics and Statistics
Faculty Member of the RiSE Center
Recent Publications (also see below)
Tim has a Ph.D. in Educational Psychology from the University of Wisconsin-Madison and a Masters degree in Mathematics and Cognitive Science from the same institution. Most recently, Tim comes to us from the University of Illinois at Chicago where his research on undergraduate mathematics education focused on theories of advanced mathematical thinking and learning and how those theories suggest students learn particular mathematical concepts, such as limit, derivative, and absolute value. During the September colloquium series Tim presented a talk entitled: Directly supporting a second conceptual structure: the case of the formal definition of limit. about student thinking on limits. He continues to advance his previous research here at UMaine as well as beginning a new study on incoming-student Calculus readiness.
Boester, T., & Lehrer, R., (2007). Visualizing algebraic reasoning. In J. Kaput, D. W. Carraher, & M. Blanton (Eds.), Algebra in the Early Grades. Mahwah, NJ: Erlbaum.
Boester, T. (2017, February). How Limit can be Embodied and Arithmetized: A Critique of Lakoff and Núñez. Proceedings of the Twentieth Annual Conference on Research in Undergraduate Mathematics Education (pp. 383-397). San Diego, California. http://sigmaa.maa.org/rume/RUME20.pdf.
Boester, T., & Talbert, A. (2012, November). Teaching absolute value through a distance-based conception. Proceedings of the 34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 969-972). Kalamazoo, Michigan. http://www.pmena.org/pmenaproceedings/PMENA%2034%202012%20Proceedings.pdf.