Publications

Thomas, M (2022). Bringing jamovi and JASP labs into OpenIntro. OpenIntro Blog.

Source Document

Peebles, C, Thomas, M (2021). Using stylistic features to predict the composition date of an American contra dance. Journal of Mathematics and the Arts.

Cite Project DOI

Lockwood, E, DeJarnette, A, Thomas, M (2019). Computing as a Mathematical Disciplinary Practice. The Journal of Mathematical Behavior.

Project DOI

Weinberg, A, Tornai, J, Thomas, M, Martin, J, Tallman, M, Newman, K (2019). Identifying students’ attentive fidelity for calculus instructional videos. Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Gleason, J, Bagley, S, Thomas, M, Rice, L, White, D (2018). The Calculus Concept Inventory: A psychometric analysis and implications for use. IJMEST.

Project DOI

Thomas, M, Bagley, S, Urban-Lurain, M (2018). Using Machine Learning Algorithms to Categorize Free Responses to Calculus Questions. Proceedings of the Twenty-first Annual Conference on Research in Undergraduate Mathematics Education.

Project

Weinberg, A, Thomas, M (2018). Student Learning and Sense-Making from Video Lectures. IJMEST.

DOI

Weinberg, A, Martin, J, Thomas, M, Tallman, M (2018). Investigating Student Learning and Sense-Making from Instructional Calculus Videos. Proceedings of the Twenty-first Annual Conference on Research in Undergraduate Mathematics Education.

Weinberg, A, Martin, J, Thomas, M, Tallman, M (2018). Failing to rewind: Students’ learning from instructional videos. Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Lockwood, E, Thomas, M, DeJarnette, A (2018). Computing as a Mathematical Disciplinary Practice. Proceedings of the Twenty-first Annual Conference on Research in Undergraduate Mathematics Education.

Thomas, M, Martin, J (2017). Virtual Manipulatives, Vertical Number Lines, and Taylor Series Convergence: The Case of Cody. Proceedings of the Twentieth Annual Conference on Research in Undergraduate Mathematics Education.

Schoenle, L, Thomas, M (2017). Solving Hardy-Weinberg with geometry: An integration of biology and math. The American Biology Teacher.

DOI

Bagley, S, Gleason, J, Rice, L, Thomas, M, White, D (2016). Does the Calculus Concept Inventory Really Measure Conceptual Understanding of Calculus?. On Teaching and Learning Mathematics.

Project Source Document

Code, W, Merchant, S, Maciejewski, W, Thomas, M, Lo, J (2016). The Mathematics Attitudes and Perceptions Survey: An instrument to assess expert-like views and dispositions among undergraduate mathematics students. IJMEST.

DOI

Martin, J, Thomas, M, Oehrtman, M (2016). Supporting Students in Seeing Sequence Convergence in Taylor Series Convergence. Proceedings of the Nineteenth Annual Conference on Research in Undergraduate Mathematics Education.

Lockwood, E, Asay, A, DeJarnette, A, Thomas, M (2016). Algorithmic Thinking: An initial characterization of computational thinking in mathematics. 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Project

Thomas, M, Peebles, C (2016). A Graph-Theoretic approach to the analysis of Contra dances. Bridges Finland, 2016.

Project

Gleason, J, White, D, Thomas, M, Bagley, S, Rice, L (2015). The Calculus Concept Inventory: A Psychometric Analysis and Framework for a New Instrument. Proceedings of the Eighteenth Annual Conference on Research in Undergraduate Mathematics Education.

Project

Gleason, J, Thomas, M, Bagley, S, Rice, L, White, D, Clements, N (2015). Analyzing the Calculus Concept Inventory: Content validity, internal structure validity, and reliability analysis. Proceedings of the PMENA-37.

Project

Kersting, N B, Sutton, T, Kalinec Craig, C, Chen, M, Heshmati, S, Jablon Stoehr, K, Thomas, M, Goswami, G (2014). Understanding the relationship between teacher value-added scores, instructional quality, and independent measures of student learning. 2014 Annual Meeting of the American Educational Research Association.

Thomas, M (2014). The construction of a video coding protocol to analyze interactive instruction in calculus and connections with conceptual gains. Proceedings of the Seventeenth Annual Conference on Research in Undergraduate Mathematics Education.

Project

Thomas, M, Lozano, G (2013). Analyzing Calculus Concept Inventory Gains in Introductory Calculus. Proceedings of the Sixteenth Annual Conference on Research in Undergraduate Mathematics Education.

Project