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Showing 1-30 Start your review of Mathematical Ideas, Expanded Edition The book itself was alright, i liked the movie references throughout it. but i didnt use it much, so i cant really say anything other than i spent too much money on it and it wasnt worth it. The book itself was alright, i liked the movie references throughout it. but i didnt use it much, so i cant really say anything other than i spent too much money on it and it wasnt worth it. ...more Brandia Laury rated it really liked it Oct 17, 2014 Ali Beavers rated it did not like it Nov 29, 2019 MissT rated it liked it Jul 29, 2019 John rated it really liked it Feb 12, 2015 Noula rated it really liked it Aug 02, 2022 Danette rated it really liked it Dec 01, 2019 Bryan rated it really liked it May 16, 2010 Jennifer rated it really liked it Sep 11, 2014 Jamie rated it it was ok Jul 26, 2013 nick rated it did not like it Mar 18, 2015 Chris Kemp rated it really liked it Jun 19, 2013 Brianna Jones rated it it was amazing May 23, 2022 Cliff Hays rated it it was amazing Mar 26, 2012 Ashleigh S rated it did not like it Dec 25, 2017 Mary Bias rated it did not like it Apr 08, 2015 Amber rated it really liked it Nov 29, 2014 Sunday Lane rated it it was amazing Jun 27, 2016 I am a Professor of Mathematics at West Virginia University and currently the Assistant Director of Undergraduate Studies in the School of Mathematical and Data Sciences. My area of research is in Undergraduate Mathematics Education and I study students understanding of mathematical proofs, Professors assessment of mathematical proofs, Professors feedback on students proof productions, and students utilization and understanding of Professors feedback on their proof productions.Education:PhD, Mathematics, Oklahoma State University MS, Applied Mathematics, Oklahoma State University BA, Mathematics and Engineering Physics, Missouri State UniversityMy research interests are in Undergraduate Mathematics Education, specifically related to:Mathematicians proof feedback Students utilization and understanding of proof feedback Students understanding of mathematical proofsCalculusEquity in Mathematics Mathematical Expository Research Courses offered at WVU:Math 124 Applied College AlgebraMath 126 College AlgebraMath 128 Plane TrigonometryMath 129 Pre-CalculusMath 150 Business CalculusMath 155 Calculus IMath 156 Calculus IIMath 251 Multivariable Calculus Math 261 Introduction to Differential Equations Math 283 Introduction to the Concepts of MathematicsMath 303 Introduction to the Concepts of MathematicsMath 341 Algebraic Structures Math 343 Linear Algebra Math 375 Applied Modern AlgebraMath 381 Introduction to Analysis and TopologyMath 442 Advanced Algebraic StructuresMath 456 Complex VariablesMath 490 Teaching PracticumMath 495 Independent Study: Capstone ProjectMath 568 Advanced Calculus Math 733 RUME 2: Learning TheoriesMath 734 RUME 4Math 795 Independent Research: Research in Undergraduate Mathematics EducationMath 797 Research Recent Publications:Deshler, J., Fuller, E., & McEldowney, T., Miller, D., Pascal, M., Stewart, J. (accepted). Case Study of an Emerging Scholars Program at a Predominately White Institution: Analyzing the Success of Underrepresented Students in an Inquiry-Based Calculus Sequence. Justice Through the Lens of Calculus, 215. https:arxiv.orgabs2111.11486Miller, D. A., & Schraeder, M. (2022). Using worked examples with active learning in a large lecture college algebra course. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 10(1), 1-23. https:doi.org10.46328ijemst.2011Davies, B., Miller, D., Infante, N. (in press). The role of authorial context in mathematicians evaluations of proof. International Journal for Mathematics Education in Science and Technology. Miller D, Deshler J, McEldowney T, Stewart J, Fuller E, Pascal M and Michaluk L (2021) Supporting Student Success and Persistence in STEM With Active Learning Approaches in Emerging Scholars Classrooms. Front. Educ. 6:667918. doi: 10.3389feduc..Schraeder, N. W., Miller, D. A. (2020). A Tale of Two Sides: Students Feedback Preference and Professors Feedback Provision. In Karunakaran, S. S., Reed, Z., & Higgins, A. (Eds.). Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education. Boston, MA, v.1, 520-528. Miller, D. & CadwalladerOlsker, T. (2020) Investigating undergraduate students view of and consistency in choosing empirical and deductive arguments, Research in Mathematics Education, 22(3), 249-264. DOI: 10...Schraeder, N., Miller, D. (2019). Students View and Utilization of Professors Feedback when Revising their Proof. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (Eds.). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St Louis, MO: University of Missouri, v.1,905-909. Spiro, B., Hanusch, S., Miller, D., Moore, R.C., Fukawa-Connelly, T. (2019). Categorizing Professors Feedback on Student Proofs in Abstract Algebra and Real Analysis. In (Eds.) Weinberg, A., Moore-Russo, D., Soto, H., & Wawro, M. (Eds.). (2019). Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education. Oklahoma City, Oklahoma, v.1, 568-575. Miller, D., Infante, N. & Weber, K. (2018) How Mathematicians Assign Points to Student Proofs. Journal of Mathematical Behavior, 49, 24-34. DOI: https:doi.org10.1016j.jmathb.2017.03.002 Ciesielski, K. C., & Miller, D. (2017). On a Genocchi–Peano Example. The College Mathematics Journal, 48(3), 205-213. https:doi.org10.4169college.math.j.48.3.205Deshler, J. M., Miller, D., & Pascal, M. (2016). An active classroom: The emerging scholars program at West Virginia University. PRIMUS, 26(9), 811-823. https:doi.org10..Ciesielski, K. C., & Miller, D. (2016). A continuous tale on continuous and separately continuous functions. Real Analysis Exchange, 41(1), 19-54. https:doi.org10.14321realanalexch.41.1.0019 Full list of Publications
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