## Dov Zazkis

## 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 Education*, *16*(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

Fall 2021 | |
---|---|

Course Number | Course Title |

MAT 492 | Honors Directed Study |

MAT 493 | Honors Thesis |

MAT 499 | Individualized Instruction |

MTE 501 | RUME I |

MTE 784 | Internship |

MTE 792 | Research |

MTE 795 | Continuing Registration |

MTE 799 | Dissertation |

Summer 2021 | |
---|---|

Course Number | Course Title |

MTE 792 | Research |

Spring 2021 | |
---|---|

Course Number | Course Title |

MAT 208 | Discrete Math for Secondary Ed |

MAT 492 | Honors Directed Study |

MTE 590 | Reading and Conference |

MTE 598 | Special Topics |

MTE 792 | Research |

MTE 799 | Dissertation |

Fall 2020 | |
---|---|

Course Number | Course Title |

MAT 300 | Mathematical Structures |

MAT 492 | Honors Directed Study |

MAT 493 | Honors Thesis |

MAT 499 | Individualized Instruction |

MTE 590 | Reading and Conference |

MTE 784 | Internship |

MTE 792 | Research |

MTE 795 | Continuing Registration |

MTE 799 | Dissertation |

Summer 2020 | |
---|---|

Course Number | Course Title |

MTE 792 | Research |

Spring 2020 | |
---|---|

Course Number | Course Title |

MAT 300 | Mathematical Structures |

MTE 320 | Fnd of 7-12 Math Curr Assess |

MAT 492 | Honors Directed Study |

MTE 590 | Reading and Conference |

MTE 792 | Research |

Fall 2019 | |
---|---|

Course Number | Course Title |

MAT 300 | Mathematical Structures |

MAT 492 | Honors Directed Study |

MAT 493 | Honors Thesis |

MTE 590 | Reading and Conference |

MTE 784 | Internship |

MTE 792 | Research |

MTE 795 | Continuing Registration |

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 |

## 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)