Dr. Tim Fukawa-Connelly's research interests include the teaching and learning of proof-based 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 tertiary-level 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




ENES 8656

Issues of (mis)communication in Science and Mathematics classrooms


EDUC 0815

Language in Society


EDUC 4389

Field Experience


MAES 4189

Project-Based Instruction


MAES 5471

Teaching of Mathematics


SCES 4189

Project-Based Instruction


SCES 5713

L&T Hi Sch Bio/Phys/Chem


Selected Publications

  • Wasserman, N.H., Weber, K., Fukawa-Connelly, 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/s10857-019-09431-6

  • Hegg, M., Papadopoulos, D., Katz, B., & Fukawa-Connelly, T. (2018). Preservice teacher proficiency with transformations-based congruence proofs after a college proof-based geometry class. Journal of Mathematical Behavior, 51, pp. 56-70. doi: 10.1016/j.jmathb.2018.07.002

  • Paoletti, T., Krupnik, V., Papadopoulos, D., Olsen, J., Fukawa-Connelly, T., & Weber, K. (2018). Teacher questioning and invitations to participate in advanced mathematics lectures. Educational Studies in Mathematics, 98(1). doi: 10.1007/s10649-018-9807-6

  • Krupnik, V., Fukawa-Connelly, T., & Weber, K. (2018). Students’ epistemological frames and their interpretation of lectures in advanced mathematics. Journal of Mathematical Behavior, 49, pp. 174-183. doi: 10.1016/j.jmathb.2017.12.001

  • Fukawa-Connelly, T., Weber, K., & Mejía-Ramos, J.P. (2017). Informal content and student note-taking in advanced mathematics classes. Journal for Research in Mathematics Education, 48(5), pp. 567-579.

  • Wasserman, N.H., Fukawa-Connelly, T., Villanueva, M., Mejia-Ramos, J.P., & Weber, K. (2017). Making Real Analysis Relevant to Secondary Teachers: Building Up from and Stepping Down to Practice. PRIMUS, 27(6), pp. 559-578. doi: 10.1080/10511970.2016.1225874

  • Weber, K., Fukawa-Connelly, T.P., Mejía-Ramos, J.P., & Lew, K. (2016). How to help students understand lectures in advanced mathematics. Notices of the American Mathematical Society, 63(10), pp. 1190-1193. doi: 10.1090/noti1435

  • Fukawa-Connelly, T. (2016). Responsibility for proving and defining in abstract algebra class. International Journal of Mathematical Education in Science and Technology, 47(5), pp. 733-749. doi: 10.1080/0020739X.2015.1114159

  • Fukawa-Connelly, 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. 276-281. doi: 10.1090/noti1339

  • Lew, K., Fukawa-Connelly, T.P., Mejía-Ramos, 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. 162-198.

  • Cook, S.A. & Fukawa-Connelly, 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. 167-184. doi: 10.1080/0020739X.2015.1060642

  • Weinberg, A., Wiesner, E., & Fukawa-Connelly, T. (2016). Mathematics lectures as narratives: insights from network graph methodology. Educational Studies in Mathematics, 91(2), pp. 203-226. doi: 10.1007/s10649-015-9663-6

  • Fukawa-Connelly, T. & Silverman, J. (2015). The Development of Mathematical Argumentation in an Unmoderated, Asynchronous Multi-User Dynamic Geometry Environment. Contemporary Issues in Technology & Teacher Education, 15(4), pp. 445-488. Retrieved from

  • Weinberg, A., Fukawa-Connelly, T., & Wiesner, E. (2015). Characterizing instructor gestures in a lecture in a proof-based mathematics class. Educational Studies in Mathematics, 90(3), pp. 233-258. doi: 10.1007/s10649-015-9623-1

  • Kim, H.W. & Fukawa-Connelly, 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. 223-240. Korea Society of Mathematical Education. doi: 10.7468/mathedu.2015.54.3.223

  • Kim, H.W., Fukawa-Connelly, T., & Cook, S.A. (2015). Student understanding of symbols in introductory statistics courses. In The Teaching and Learning of Statistics: International Perspectives (pp. 163-174). doi: 10.1007/978-3-319-23470-0_21

  • Cook, J.P. & Fukawa-Connelly, 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. 171-185. doi: 10.1080/14926156.2015.1035463

  • Fukawa-Connelly, T.P. & Newton, C. (2014). Analyzing the teaching of advanced mathematics courses via the enacted example space. Educational Studies in Mathematics, 87(3), pp. 323-349. doi: 10.1007/s10649-014-9554-2

  • Weinberg, A., Wiesner, E., & Fukawa-Connelly, T. (2014). Students' sense-making frames in mathematics lectures. Journal of Mathematical Behavior, 33, pp. 168-179. doi: 10.1016/j.jmathb.2013.11.005

  • Fukawa-Connelly, 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. 75-88. doi: 10.1080/0020739X.2013.790509