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University of Colorado Denver College of Liberal Arts and Sciences

Math and Science Learning and Education
 

Scholarly Activities


Publications

Allen, C.D. 2011. Concept mapping validates fieldwork's capacity to deepen students'
     cognitive linkages of complex processes. Research in Geographic Education, 13(2):
     forthcoming (first place in the Grosvenor Center for Geographic Education's "Early
     Career Scholar" competition, published 2012).
Allen, C.D., T.J. Thompson, and M.K. Hansen. 2013. Using music to learn
     geomorphology: An undergraduate experience. Geographical Bulletin 54(1): 37-48.
Anthamatten, P. , B. Wee, and E. Korris. 2012. Exploring children's perceptions of play
     using visual methodologies. Health Education Journal, DOI:10.1177/0017896912443119
Basile, C., C. Ferguson, J. Lanning, S. Culpepper, and L. Morris. 2011. Northeast Front
    Range Mathematics and Science Partnership: Transitioning from Secondary to
    Post-Secondary Education in Mathematics and Sciences. Proceedings of the State
    of Colorado Board of Education. April.
Centitas, S., L. Si, Y.P. Xin, D. Zhang, J.Y. Park, and R. Tzur. 2010. A joint probabilistic
     classification model of relevant and irrelevant sentences in mathematical word problems.
     Journal of Educational Data Mining, 2(1): 83-101.
Culpepper, S., C. Basile, C. Ferguson, and J. Lanning. 2010. Understanding the transition
     between high school and college mathematics and science. The High School Journal, The
     University of North Carolina at Chapel Hill Press.
D'Avanzo, C., C.W. Anderson, L.M. Hartley, and N. Paleaz. 2012. A faculty development
     model for transforming introductory biology and ecology courses. BioScience, 62: 416-
     427.
Doherty, J., C. Harris, and L. Hartley. 2011. Using stream leaf packs to explore community
     assembly. Teaching Issues and Experiments in Ecology.
     http://tiee.esa.org/vol/v7/experiments/doherty/abstract.html.
Hartley, L.M., B.J. Wilke, J.W. Schramm, C.A. Anderson, and C. D'Avanzo. 2011. College
     students' understanding of the carbon cycle: contrasting principle-based and informal
     reasoning. Bioscience, 61: 65-75.
Hartley, L.M., J. Momsen, A. Maskiewicz, and C. D'Avanzo. In Press. Energy and matter:
     Differences in discourse can be confusing for introductory biology students. BioScience,
     62: 488-496.
Jin, X., and R. Tzur. 2010. Non-traditional use of 'math-as-human-endeavour': Two Chinese
     middle school teachers' attempts to inspire students' curiosity. Proceedings of the 8th
     Annual Hawaii International Conference on Education, pp. 3581-3588. Honolulu, HI:
     Author.
Johnson, H.L. In press. Participant research statement. In L. Hatfield (Ed.), Proceedings
     of the invitational Planning Conference for WISDOMe, Wyoming Institute for the Study
     and Development of Mathematical Education. Laramie, WY.
Johnson, H.L. 2010. Investigating the fundamental theorem of calculus. Mathematics
     Teacher, 103(6): 430-435.
Johnson, H.L. 2010. Making sense of rate of change: Examining students' reasoning about
     changing quantities. In P. Brosnan, Erchick, D., & Flevares, L. (Eds.), Proceedings of the
     XXXII meeting of the International Group for the Psychology of Mathematics Education
     North American Chapter (p. 879). Columbus, OH.
Kimbrough, D.R., and A. Chick-Jensen. 2010. Using the melamine contamination of foods
     to enhance the chemistry classroom. J. Chem. Educ., 87: 496.
Leonard, J., G. Verma, and H. Douglass. 2013. Broadedning STEM opportunities through
    STEM Education. Proceedings of the Psycology of Mathematics Education (North
    American Chapter), Chicago, IL.
Martin-Hansen, L., A. Puvirajah, G. Verma. 2012. Creating a pipeline to STEM careers
     through service learning: The AFT program. In R. E. Yager (Ed), Exemplary Science
     Careers in Science and Technology. Arlington, VA: NSTA Press.
McClintock, E., R. Tzur, Y.P. Xin, and L. Si. 2011. Engendering multiplicative reasoning in
     students with learning disabilities in mathematics: Sam's computer-assisted transition to
     anticipatory unit differentiation-and-selection. In L.R. Wiest and T.D. Lamberg (Eds.),
     Proceedings of the 33rd annual meeting of the North American chapter of the
     International Group for Psychology of Mathematics Education (pp. 164-172). Reno, NV:
     University of Nevada, Reno.
Murphy, K., T. Holme, A. Zenisky, H. Caruthers and Karen Knaus. 2012. "Building the ACS
     exams anchoring concept map for undergraduate chemistry." Journal of Chemical
     Education, 89(6), 715-720.
Puvirajah, A., G. Verma, and P. Webb. 2012. Examining the mediation of power in a
     collaborative community: Engaging in informal science as authentic practice. Cultural
     Studies of Science Education. 7, 375-408. DOI: 10.1007/s11422-012-9394-2.
Ruiz-Primo, M.A. 2011. Informal Formative Assessment: The Role of Instructional
     Dialogues in Assessing Students' Learning. Special Issue in Assessment for Learning
     Studies of Educational Evaluation, 37(1): 15-24.
Ruiz-Primo, M.A., D.C. Briggs, H.I. Iverson, R.M. Talbot, and L. Shepard. 2011. Impact
     of undergraduate science course innovations on learning. Science, 331(6022): 1269-
     1270.
Ruiz-Primo, M.A., E. Furtak, Y. Yin, C. Ayala, and R.J. Shavelson. 2010. On the impact of
     formative assessment on student science learning and motivation. In G.J. Cizek and P.
     Andrade (Eds.), Hanbook of formative assessment (pp. 139-158). New York, NY:
     Routledge. Taylor and Francis Group.
Ruiz-Primo, M.A. and M. Li. 2012. Examining formative feedback in the classroom context:
     New research perspectives. In J.H. McMillan (Ed.), Handbook on research on classroom
     assessment (pp. 215-232). Los Angeles: SAGE Publications.
Ruiz-Primo, M.A., M. Li, K. Wills, M. Giamellaro, M-C. Lan, H. Mason, D. Sands. 2012.
     Developing and evaluating instructionally sensitive assessments in science. Journal of
     Research in Science Teaching, 49(6): 691-712.
Ruiz-Primo, M.A., M. Li, S. Tsai, and J. Schneider. 2010. Testing one premise of scientific
     inquiry in science classrooms: A study that examines students' scientific explanations.
    Journal of Research in Science Teaching. 47(5): 583-608.
Simon, G.L., B. Wee, A. Chin, A.D. Tindale, D. Guth, H. Mason, C.D. Allen, and J.M.
    Barbour. 2013. Synthesis for the Interdisciplinary Environmental Sciences:
    Integrating Systems Approaches and Service Learning. Journal of College Science
    Teaching 42(5): 42-49.
Tang M., H. Kim, K. Knaus. 2012. "eLmaps: An educational software application based
     on principles of cognitive science." International Journal of Technology, Knowledge and
     Society. Champaign, IL: Common Ground Publishing. In Press.
Tang M. and K. Knaus. 2012. "Efficient Learning Maps (eLms): A Cloud Mapping
     Engine to Improve the Thinking and Study Skills of High School and College Students in
     STEM Disciplines." In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on
     Education Multimedia, Hypermedia and Telecommunications 2012 (pp. 471-479).
     Chesapeake, VA: AACE.
Talbot, R.M. 2012. An item-level approach to measuring change with the force and
     motion conceptual evaluation: Application of item response theory. Manuscript accepted
     for publication.
Talbot, R.M. 2011. Embedding content into an instrument designed to measure science
     and mathematics teachers' strategic knowledge: A challenge for validity. Paper published
     in the proceedings of the International Conference on Mathematics, Science and
     Technology Education.
Tinker Sachs, G., P. Junor Clarke, K. Kinuthia, E. McGrail, and G. Verma. 2011. Disclosure,
     dialogue and coming of age in the academy. In S. Robbins, F. Smith Frederica, and S.
     Santini (Eds.), Bridging cultures: International Women Faculty Transforming the US
     Academy (80-101). University Press of America.
Torbert, S., U. Vishkin, R. Tzur, and D.J. Ellison. 2010. Is teaching parallel algorithmic
     thinking to high school students possible? One teacher's experience. SIGCSE'10.
     Milwaukee, WI: ACM 978-1-60558-885-8/10/03.
Tzur, R. Accepted for publication. Brain-mind theory-driven task design. To appear in E.
     Kelly, S. Jensen, and J. Baek, (Eds.), NeuroMathEducation. Cambridge, MA: Cambridge
     University Press.
Tzur, R. 2011. Can dual processing theories of thinking inform conceptual learning in
     mathematics? The Mathematics Enthusiast, 8(3): 597-636.
Tzur, R. 2011. Want teaching to matter? Theorize it with learning... Proceedings of the
     Fourth Conference on Research in Mathematics Education MEI 4 (pp. 50-70). St. Patrick
     College: Dublin, Ireland.
Tzur, R. 2010. How and what might teachers learn through teaching mathematics:
     Contributions to closing an unspoken gap. In R. Leikin and R. Zazkis (Eds.), Learning
     Through Teaching Mathematics: Development of Teachers' Knowledge and Expertise in
     Practice, pp. 49-67. New York: Springer.
Tzur, R. 2010. How may conceptual learning in mathematics benefit from dual processing
     theories of thinking? In P. Brosnan, D.B. Erchick, and L. Flevares (Eds.), Proceedings of
     the 32nd annual meeting of the North American Chapter of the International Group for
     the Psychology of Mathematics Education (vol. 6, pp. 21-32). Columbus, OH: The Ohio
     State University.
Tzur, R., D. Cordes, and X. Jin. 2012. Elaborating a brain-mind model of reflective
     abstraction: Task design for whole number and fraction schemes. Paper presented at the
     42nd Annual Meeting of the Jean Piaget Society: Rethinking Cognitive Development.
Tzur, R., H. Johnson, E. McClintock, and R. Risley. 2012. Culturallly-Mathematically
     Relevant Pedagogy (CMRP): Fostering urban English language learners' multiplicative
     reasoning. Proceedings of the 34th annual meeting of the North American Chapter of the
     International Group for the Psychology of Mathematics Education (pp. 829-836).
     Kalamazoo, MI.
Tzur, R., H. Johnson, E. McClintock, Y.P. Xin, L. Si, R. Kenney, et al. 2012. Children's
     development of multiplicative reasoning: A schemes and tasks framework. In T.-Y. Tso
     (Ed.), Proceedings of the 36th conference of the International Group for the Psychology
     of Mathematics Education (vol. 4, pp. 155-162). Taipei, Taiwan: National Taiwan Normal
     University.
Tzur, R., H.L. Johnson, E. McClintock, R.H. Kenney, Y.P. Xin, L. Si, J. Woodward, C. Hord,
     X. Jin. 2013. Distinguishing schemes and tasks in children's development of
     multiplicative reasoning. PNA, 7(3), 85-101.
Tzur, R., M.A. Lambert. 2011. Intermediate participatory stages of Zone of Proximal
     Development correlate in constructing counting-on: A plausible conceptual source for
     children's 'regress' to counting-all. Journal for Research in Mathematics Education, 42
     (5): 418-450.
Tzur, R., Y.P. Xin, L. Si, R. Kenney, and A. Guebert. 2010. Students with learning
     disabilities in math are left behind in multiplicative reasoning? Number as abstract
     composite unit is a likely "culprit." Education Resources Information Center (ERIC)
     #ED510991. http://www.eric.ed.gov/.
Verma G. 2013. Power examined in paradoxical education contexts: Creating and valuing
    knowledge. In G. Tinker Sacs and G. Verma (Eds.), Critical Mass in the Teacher
    Education Academy: Symbiosis and Diversity (pp. 99-111). Chicago, Illinois:
    Common Ground Publishing.
Verma, G., A. Puvirajah, and L. Martin-Hansen. 2013. Recruiting Minority Students into
    STEM through Experiences in being a Teacher. In Nagarjuana G., Jamakhandi, A.,
    and Sam, E.M., (Eds.) Proceedings of epiSTEME 5-- International Conference to
    review research on Science, Technology and MAthematics Education, Mumbai, India
    p. 343-350, CinnamonTeal Publishing.
Verma, G. 2012. Review of STEM the Tide: Reforming Science, Technology, Engineering,
     and Math Education in America. Teachers College Record, Date Published: July 12, 2012.
     http://www.tcrecord.org, ID Number: 16822.
Verma, G., A. Puvirajah, and P. Webb. 2011. Examining discourse in a high school robotics
     club. In S. Chunawala & M. Kharatmal (Eds.). Proceedings of epiSTEME 4 -- International
     Conference to Review Research on Science, Technology and Mathematics Education.
     Mumbai, India. p. 309-313. India: Macmillan.
Wee, B. 2012. A cross-cultural exploration of children's connections to the environment in
     the U.S. and Singapore: Implications for geography educators.  Research in Geographic
     Education, 34 (4), 609-627.
Wee, B. 2010. Realizing the child's perspective: An exploration of young children's
     environmental ideas. Saarbrücken, Germany: Lambert Academic Publishing.
Wee, B., H. Mason, J. Abdilla and R. Hogden. Submitted 2012. Are U.S. green schools
     engaged in environmental education? A national survey of green school practices.
     Journal of Environmental Education.
White, D. and A. Ruff. 2013. Social network analysis of Math and Science middle-school
    teachers, Journal of Mathematics and Science, 13,147-163.
 

Grants

Allen, C.D., A. Chin, J. Barbour, G. Simon, and B. Wee. 2012. CLAS ACT grant, College
    of Liberal Arts and Sciences, University of Colorado Denver. Developing
    Synthetic Approaches to Interdisciplinary Training. $3,500.

Allen, C.D. 2011-2012. Enhancing Student Learning through Field-Based Experiential
     Education. Sole Principal Investigator. Faculty Development Grant, Center for Faculty
     Development at UCD. $10,000.
Allen, C.D. 2010-2012. The Rock Art Research Program: Continuing RASI at Petrified
     Forest National Park, Arizona. Principal Investigator. Rocky Mountains-Cooperative
     Ecosystems Study Unit (CESU) grant in collaboration with Petrified Forest National Park
     to establish a field school focusing on rock art management via weathering. The funding
     for this project goes entirely to students. $12,329.
Allen, C.D. 2009-2012. Collaborative Research: Using the Rock Art Stability Index to
     Engage Community College Students in Field-Based Interdisciplinary Research.
     Co-Principal Investigator (with Niccole Cerveny, Mesa Community College and Ronald I.
     Dorn, ASU). Phase I National Science Foundation CCLI grant. $199,939 ($15,666 to
     UCD).
Benson, G., J. Leavey, M. Lin, A. Puvirajah, K. Demir, G. Verma, and L. Martin-Hansen.
     2009-2014. Impacting Metro Atlanta Science Teaching (I-MAST). 20% effort as Co-
     Principal Investigator. National Science Foundation. $899,949.
Bernard, A. and M. Bruehl. 2013-2014. CLAS ACT grant, College of Liberal Arts and
    Sciences, University of Colorado Denver. Enhancing the undergraduate Biology
    and Chemistry Student's Analysis of Primary Literature through the
    Implementation of the C.R.E.A.T.E. Approach. $5,000.
Hartley, L., L.P. Bruederle, D. Kimbrough, and Robert Talbot. 2011.Developing a
     Learning Assistants Program to Promote Learning in Large Introductory Science
     Courses. University of Colorado Denver (CLAS ACT). $3,500.
Hartley, L.M. 2012. Bringing a Field Station to the Classroom. Co-Principal Investigator.
     National Science Foundation (Course, Curriculum and Laboratory Improvement).
     $249,294.
Hartley, L.M. 2012. The Effect of a Learning Assistant Program on Undergraduate Science
     Teaching and Learning and Science Teacher Recruitment. Co-Principal Investigator.
     University of Colorado Denver, College of Liberal Arts and Sciences. $9,670.
Hartley, L.M. 2012. Targeted Partnership: Culturally Relevant Ecology, Learning
     Progressions and Environmental Literacy. Co-leader of one of three research
     strands. National Science Foundation (Math Science Partnership). $12,498,243.
Hartley, L.M. 2010. Do You See What I see? How Standard Representations Used in
     Introductory Biology Instruction Communicate Biological Information. Co-Principal
     Investigator. Catalytic mini grant, American Institute for Biological Sciences and
     University of Oklahoma. $2,000.
Hartley, L.M. 2010. Identifying Differences in Discourse and Teaching about Matter and
     Energy in Biology, Chemistry, and Physics Courses, and the Challenges this Poses for
     Learners of Biology. Principal Investigator. Catalytic mini grant, American Institute for
     Biological Sciences and University of Oklahoma. $2,000.
Hartley, L.M. 2009. Collaborative Research: Improving General Biology Teaching with
     Diagnostic Question Clusters and Active Teaching. Senior Researcher. National Science
     Foundation (Course, Curriculum and Laboratory Improvement). $293,169.
Johnson, H.L. 2013. Faculty Development Grant: University of Colorado Denver. Task
    design in mathematics education. $2,000.
Kimbrough, D.R., L.P. Bruederle, L. Hartley, R.M. Talbot, and B.S. Wee. 2011-2016.
     NSF Robert Noyce Teacher Scholarship Program. Promoting Undergraduate Licensure in
     Science Education (PULSE). National Science Foundation. $1,199,996.
Knaus, Karen. Using Molecular Models to Enhance Teaching and Learning in Chemistry.
     CLAS (College of Liberal Arts & Sciences), capital equipment fund. University of Colorado
     Denver, $5,500.
Leonard, J. and G. Verma. 2012-2014. Dinosaurs, Denver, and Climate Change (D2C2): An
     ECO-Opportunity Project. National Science Foundation. $149,928.
Ruiz-Primo, M.A. 2011-2013. Examining Formative Assessment Practices for English
     Language Learners in Science Classrooms. Collaborative proposal, Principal
     Investigator. National Science Foundation, DRK12. Award ID: DRL-1118876. $199,953.
Ruiz-Primo, M.A. 2010-2014. Developing and Evaluating Measures of Formative
     Assessment Practices. Principal Investigator with Co-Principal Investigator Deanna
     Sands. Institute of Education Sciences, Cognitive and Student Learning. Award ID:
     R305A100571. $1,453,958.
Ruiz-Primo, M.A. 2008-2012, one year no cost extension. Building a Methodology for
     Developing and Evaluation Instructionally Sensitive Assessments. Principal Investigator
     with Co-Principal Investigator Min Li. National Science Foundation, DRK12.  Award ID:
     DRL-0816123. $1,015,927.
Ruiz-Primo, M.A. 2008-2011, one year no cost extension. Identifying Critical
     Characteristics of Effective Feedback Practices in Science and Mathematics Education.
     Principal Investigator Min Li, University of Washington; Co-Principal Investigators Maria
     Araceli Ruiz-Primo, University of Colorado Denver; and Yue Yin, University of Chicago.
     National Science Foundation, DRK12. Award ID: DRL-0822327. $259,327.
Talbot, R., L. Hartley, B. Wee. 2012. The Effect of a Learning Assistant Program on
     Undergraduate Science Teaching and Learning and Science Teacher Recruitment.
     Faculty Development Grant, University of Colorado Denver. $9,670.
Talbot, R.M. Comprehension through Self-Explanation, Enhanced Discussion, and INquiry
     Generation (Comprehension SEEDING). Co-Principal Investigator. Institute of Education
     Sciences (IES), Collaborative with Boulder Language Technologies. $1.8M ($128,820
     UCD subcontract).
Tzur, R. August 2008-July 2013. Nurturing Multiplicative Reasoning of Students with
     Learning Disabilities in Computerized Conceptual-Modeling Environment. Serve as
     co-Principal Investigator for the five-year research & development project including
     writing of entire proposal, supporting project post-award management by inexperienced
     PI from Purdue, leading Study 1 (teaching experiment of students' conceptions), and
     overseeing Study 2 & 3. National Science Foundation (DRL). $3,000,000.
Tzur, R. and D. Cordes. July 2011-June 2013. Faculty Development Grant: University of
    Colorado Denver. Where in the Brain in Fraction? $20,000.
Tzur, R. July 2011-June 2012. Where in the Brain is Fraction? Serve as Principal
     Investigator for the one year project including: writing the proposal in collaboration with
     co-Principal Investigator Dr. Dietmar Cordes from the Anschutz  Medical Campus,
     designing paradigms for testing whole numbers and fractions in the computer, working
     with a cognitive neuroscientist consultant (Dr. Tor Wagner) from UC Boulder on
     preparation and scanning of participants in the new fMRI unit, analyzing results with
     these two experts, publishing our findings and writing a large-scale grant proposal based
     on this pilot study. University of Colorado Denver, Faculty Development. $10,000.
Wee, B. 2012. Assessing Education for Sustainability in Green Schools and Its Impacts on
     Student Learning. College of Liberal Arts and Sciences Research Innovation Seed
     Program (CRISP), University of Colorado Denver. $4,724.
White, D. 2012-2013. CLAS ACT grant, College of Liberal Arts and Sciences, University
    of Colorado Denver. $5,000.
 

Awards

Allen, C.D. 2012. Early Career Scholar Medal in Geographic Education, Grosvenor Center
     for Geographic Education.
Jacobson, M. 2011-2012. CLAS Outstanding Faculty Award Finalist.
Knaus, Karen. 2012 (Jan). YUMPS (Young Upwardly Mobile Professors) scholarship to
     attend the 8th Annual International Conference of Technology, Knowledge and Society at
     UCLA.
Ruiz-Primo, M.A. 2009. School of Education and Human Development 2009 Research
     Award. Award provided by the Merit Review Committees.
Verma, G. 2011-2012. Invitation to serve on the Future Teachers Project, Georgia State
     University. The goal of the project is to recruit minority high school students into science
     and math project. The project recruit minority students from metro-Atlanta area and
     immerses them in various science and mathematics teaching and research experiences
     for 3 weeks in summer.
Verma, G. 2011. Hall of Fame Award, Recent Outstanding Alumni, Kent State University,
     Kent, OH.
Verma, G. 2010-2011. Invited to serve on the ad-hoc committee to develop the virtual
     issue on equity, diversity, and multicultural education. Journal of Research in Science
     Teaching (JRST), WILEY JRST website.
Verma, G. 2009-2012. Panel reviewer, National Selection Committee (NSC) for the
     Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST),
     National Science Foundation.