Dov Zazkis

Assistant Professor
Faculty
TEMPE Campus
Mailcode
1804

Biography

Dov Zazkis’ primary research interest is the teaching and learning of undergraduate mathematics. His research specifically focuses on student proof production and how informally generated/stated mathematics can inform the generation of fully formed rigorous proofs. The step from understanding what is going on in a given mathematical situation and the communication of this understanding in the form of a proof is a major stumbling block for mathematics majors. Zazkis’ research aims to both elucidate what happens when this process is successful and develop instructional approaches that support this process.

Education

Ph.D. University of California-San Diego / San Diego State University 2013

 

Publications

16. *David, E.J., & Zazkis, D. (accepted with minor revisions). Characterizing introduction to proof courses: A survey of R1 and R2 institutions across the U.S.

15. *Lew, K.M., & Zazkis, D. (in press). Undergraduate Mathematics Students’ at-home exploration of a prove-or-disprove task. Journal of Mathematical Behavior.

14. Cook, J.P. & Zazkis, D. (2017) a contradiction in how introductory textbooks approach matrix multiplication? IMAGE: The Bulletin of the International Linear Algebra Society, 59, 21-22.

13. Zazkis, D., & Mills, M. (2017). The roles of transitory arguments in students’ formalization processes. Research in Mathematics Education, 19(3), 257-275.

12. Zazkis, D. (2016). On Transitions Between Representations: The Role of Contextual Reasoning in Calculus Problem Solving. Canadian Journal of Science, Mathematics and Technology Education16(4), 374-388.

11. Zazkis, D., Weber, K., & Mejia-Ramos, J.P. (2016). Bridging the gap between graphical arguments and verbal-symbolic in calculus. Educational Studies in Mathematics, 93(2), 155-173.

10. Zazkis, D., & [1]*Villanueva, M. (2016). Student conceptions of what it means to base a proof on an informal argument. International Journal of Research in Undergraduate Mathematics Education, 2, 318-337.

9. Zazkis, D. & Zazkis, R. (2016). Prospective teachers’ conceptions of proof comprehension: Revisiting a proof of the Pythagorean theorem. International Journal of Science and Mathematics Education, 14(4), 777–803.

8. Zazkis, D., Weber, K., & Mejia-Ramos, J.P. (2015). The proving behaviors and competencies of highly successful mathematics majors. Journal of Mathematical Behavior, 39, 11–27.

7. Zazkis, D. (2015). Monsters, secret lovers and former friends: Personification as a lens into pre-service teachers’ relationship with mathematics. For the learning of mathematics, 35(1), 33-38.

6. Leung*, K., Shen, S.P., Rasmussen, C., & Zazkis, D[2]. (2014). Calculus from a statistical perspective. College Mathematics Journal, 45(5), 377-386.

5. Zazkis, D. (2014). Proof-scripts as a lens for exploring students’ understanding of odd/even functions. Journal of Mathematical Behavior, 35, 31-43.

4. Zazkis, R. & Zazkis, D. (2014) Script writing in the mathematics classroom: Imaginary conversations on the structure of numbers. Research in Mathematics Education, 16(1), 54-70.

3. Zazkis, D., Rasmussen, C., & Shen, S.P. (2014). A mean-ingful approach for teaching the concept of integration. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 24(2), 116-137.

2. Zazkis, D. (2012). On students’ conceptions of arithmetic average: the case of inference from a fixed total. International Journal of Mathematical Education in Science and Technology, 1-10.

1. Zazkis, R. & Zazkis, D. (2011). The significance of mathematical knowledge in teaching elementary methods courses: Perspectives of mathematics teacher educators. Educational Studies in Mathematics, 76(3), 247-263.

 

[1] The “*” symbol indicates that the co-author was a student or post doctoral fellow at the time the manuscript was written.

[2] CMJ stipulates that authors’ names appear in alphabetical order. I should be second author.

Courses

Summer 2019
Course Number Course Title
MTE 792 Research
Spring 2019
Course Number Course Title
MTE 320 Fnd of 7-12 Math Curr Assess
MAT 492 Honors Directed Study
MTE 590 Reading and Conference
MTE 792 Research
Fall 2018
Course Number Course Title
MAT 208 Discrete Math for Secondary Ed
MAT 300 Mathematical Structures
MAT 492 Honors Directed Study
MTE 590 Reading and Conference
MTE 784 Internship
MTE 792 Research
Summer 2018
Course Number Course Title
MTE 792 Research
Spring 2018
Course Number Course Title
MTE 320 Fnd of 7-12 Math Curr Assess
MTE 590 Reading and Conference
MTE 792 Research
Fall 2017
Course Number Course Title
MAT 208 Discrete Math for Secondary Ed
MAT 300 Mathematical Structures
MAT 492 Honors Directed Study
MTE 590 Reading and Conference
MTE 598 Special Topics
MTE 792 Research
Summer 2017
Course Number Course Title
MTE 792 Research
Spring 2017
Course Number Course Title
MTE 320 Fnd of 7-12 Math Curr Assess
MTE 590 Reading and Conference
MTE 598 Special Topics
MTE 792 Research
Fall 2016
Course Number Course Title
MAT 300 Mathematical Structures
MAT 492 Honors Directed Study
MTE 590 Reading and Conference
MTE 792 Research
Spring 2016
Course Number Course Title
MAT 300 Mathematical Structures
MTE 590 Reading and Conference
MTE 792 Research
Fall 2015
Course Number Course Title
MAT 300 Mathematical Structures

Presentations

  • Zazkis, D. The Role of Informal Arguments in proving: A Tale of Two Studies with Mathematics Majors. Texas State University Mathematics Education Seminar Series (Oct 2014).
  • D. Zazkis. Bridging informal arguments and formal proofs. Oklahoma Research in Undergraduate Mathematics Education Conference (Sep 2014).

Service

  • PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, External Reviewer (2015 - Present)
  • Canadian Journal of Science, Mathematics and Technology Education, Editorial Board Member (2015 - Present)
  • Ashley Duncan (Math Ed PhD student) dissertation committee, Committee memeber (2015 - 2017)

Expertise Areas