Biography
Dr. Tim FukawaConnelly's research interests include the teaching and learning of proofbased mathematics courses (especially abstract algebra and real analysis), mathematics teacher education, and statistics education. He is just starting to explore how students experience the transition between secondary and tertiarylevel mathematics. Most of his work focuses on the relationship between what happens in the mathematics classroom and what students know, learn, and believe about mathematics after experiencing those classrooms. Currently, he is attempting to better understand why students have difficulty in learning from lectures in advanced mathematics and what types of changes promote additional learning (especially the informal aspects of mathematics).
Research Interests
 Mathematics Education
 Student Knowledge
 Teacher Education/Development
Courses Taught
Number 
Name 
Level 

ENES 8656 
Issues of (mis)communication in Science and Mathematics classrooms 
Graduate 
EDUC 0815 
Language in Society 
Undergraduate 
EDUC 4389 
Field Experience 
Undergraduate 
MAES 4189 
ProjectBased Instruction 
Undergraduate 
MAES 5471 
Teaching of Mathematics 
Graduate 
SCES 4189 
ProjectBased Instruction 
Undergraduate 
SCES 5713 
L&T Hi Sch Bio/Phys/Chem 
Graduate 
Selected Publications

Wasserman, N.H., Weber, K., FukawaConnelly, T., & McGuffey, W. (2019). Designing advanced mathematics courses to influence secondary teaching: fostering mathematics teachers’ “attention to scope”. Journal of Mathematics Teacher Education. doi: 10.1007/s10857019094316

Hegg, M., Papadopoulos, D., Katz, B., & FukawaConnelly, T. (2018). Preservice teacher proficiency with transformationsbased congruence proofs after a college proofbased geometry class. Journal of Mathematical Behavior, 51, pp. 5670. doi: 10.1016/j.jmathb.2018.07.002

Paoletti, T., Krupnik, V., Papadopoulos, D., Olsen, J., FukawaConnelly, T., & Weber, K. (2018). Teacher questioning and invitations to participate in advanced mathematics lectures. Educational Studies in Mathematics, 98(1). doi: 10.1007/s1064901898076

Krupnik, V., FukawaConnelly, T., & Weber, K. (2018). Students’ epistemological frames and their interpretation of lectures in advanced mathematics. Journal of Mathematical Behavior, 49, pp. 174183. doi: 10.1016/j.jmathb.2017.12.001

FukawaConnelly, T., Weber, K., & MejíaRamos, J.P. (2017). Informal content and student notetaking in advanced mathematics classes. Journal for Research in Mathematics Education, 48(5), pp. 567579.

Wasserman, N.H., FukawaConnelly, T., Villanueva, M., MejiaRamos, J.P., & Weber, K. (2017). Making Real Analysis Relevant to Secondary Teachers: Building Up from and Stepping Down to Practice. PRIMUS, 27(6), pp. 559578. doi: 10.1080/10511970.2016.1225874

Weber, K., FukawaConnelly, T.P., MejíaRamos, J.P., & Lew, K. (2016). How to help students understand lectures in advanced mathematics. Notices of the American Mathematical Society, 63(10), pp. 11901193. doi: 10.1090/noti1435

FukawaConnelly, T. (2016). Responsibility for proving and defining in abstract algebra class. International Journal of Mathematical Education in Science and Technology, 47(5), pp. 733749. doi: 10.1080/0020739X.2015.1114159

FukawaConnelly, T., Johnson, E., & Keller, R. (2016). Can math education research improve the teaching of abstract algebra? Notices of the American Mathematical Society, 63(3), pp. 276281. doi: 10.1090/noti1339

Lew, K., FukawaConnelly, T.P., MejíaRamos, J.P., & Weber, K. (2016). Lectures in advanced mathematics: Why students might not understand what the mathematics professor is trying to convey. Journal for Research in Mathematics Education, 47(2), pp. 162198.

Cook, S.A. & FukawaConnelly, T. (2016). The incoming statistical knowledge of undergraduate majors in a department of mathematics and statistics. International Journal of Mathematical Education in Science and Technology, 47(2), pp. 167184. doi: 10.1080/0020739X.2015.1060642

Weinberg, A., Wiesner, E., & FukawaConnelly, T. (2016). Mathematics lectures as narratives: insights from network graph methodology. Educational Studies in Mathematics, 91(2), pp. 203226. doi: 10.1007/s1064901596636

FukawaConnelly, T. & Silverman, J. (2015). The Development of Mathematical Argumentation in an Unmoderated, Asynchronous MultiUser Dynamic Geometry Environment. Contemporary Issues in Technology & Teacher Education, 15(4), pp. 445488. Retrieved from http://libproxy.temple.edu/

Weinberg, A., FukawaConnelly, T., & Wiesner, E. (2015). Characterizing instructor gestures in a lecture in a proofbased mathematics class. Educational Studies in Mathematics, 90(3), pp. 233258. doi: 10.1007/s1064901596231

Kim, H.W. & FukawaConnelly, T. (2015). Challenges Faced by a Mathematically Strong Student Intransferring his Success in Mathematics to Statistics: A Case Study. The Mathematical Education, 54(3), pp. 223240. Korea Society of Mathematical Education. doi: 10.7468/mathedu.2015.54.3.223

Kim, H.W., FukawaConnelly, T., & Cook, S.A. (2015). Student understanding of symbols in introductory statistics courses. In The Teaching and Learning of Statistics: International Perspectives (pp. 163174). doi: 10.1007/9783319234700_21

Cook, J.P. & FukawaConnelly, T. (2015). The Pedagogical Examples of Groups and Rings That Algebraists Think Are Most Important in an Introductory Course. Canadian Journal of Science, Mathematics and Technology Education, 15(2), pp. 171185. doi: 10.1080/14926156.2015.1035463

FukawaConnelly, T.P. & Newton, C. (2014). Analyzing the teaching of advanced mathematics courses via the enacted example space. Educational Studies in Mathematics, 87(3), pp. 323349. doi: 10.1007/s1064901495542

Weinberg, A., Wiesner, E., & FukawaConnelly, T. (2014). Students' sensemaking frames in mathematics lectures. Journal of Mathematical Behavior, 33, pp. 168179. doi: 10.1016/j.jmathb.2013.11.005

FukawaConnelly, T. (2014). Using Toulmin analysis to analyse an instructor's proof presentation in abstract algebra. International Journal of Mathematical Education in Science and Technology, 45(1), pp. 7588. doi: 10.1080/0020739X.2013.790509