Kathleen (Kate) Melhuish
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  • Publications
    • Diverse storylines of entering the mathematics professoriate: K. Melhuish et al
    • Laying the groundwork: The grounding metaphors that build quotient groups
    • Meaning Supporting Practices Focused on Mathematical Tasks, Language, and Concepts: Sugimoto et al.
    • Quantitative Measures in Undergraduate Mathematics Education: A Review of Instruments and Validity Evidence
    • Can Consuming Mathematics Be Compatible with Inquiry?.
    • Humanizing proof-based mathematics instruction through experiences reading rich proofs and mathematician stories
    • Moving Beyond Show and Tell in Proof-Based Courses
    • The Next Decade of Undergraduate Mathematics Education Scholarship: Communities, Collaboration, and Dialogue
    • Whose experiences are we capturing? A critical reflection on classroom observation measures
    • Adapting the Proof of Lagrange’s Theorem into a Sequence of Group-Work Tasks
    • Attending to coherence among research questions, methods, and claims in coding studies
    • Lessons learned about incorporating high-leverage teaching practices in the undergraduate proof classroom to promote authentic and equitable participation
    • Students’ techniques for approaching defining properties of functions
    • Using Extant Proofs in the Classroom: A Comprehension Activity Structure
    • Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms
    • Examining the concept of inverse: Theory-building via a standalone literature review
    • Reasoning productively across algebraic contexts: Students develop coordinated notions of inverse
    • Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning
    • The role of the partitioning and coset algorithm quotient group partial meanings in comprehending the First Isomorphism Theorem and its proof
    • Can we engage students in authentic mathematical activity while embracing critical pedagogy? A commentary on the tensions between disciplinary activity and critical education
    • Collegiate mathematics teaching in proof-based courses: What we now know and what we have yet to learn
    • Comparing student proofs to explore a structural property in abstract algebra
    • Operationalizing authentic mathematical proof activity using disciplinary tools
    • The efficacy of research-based “mathematics for all” professional development
    • Dual measures of mathematical modeling for engineering and other STEM undergraduates
    • Networking frameworks: a method for analyzing the complexities of classroom cultures focusing on justifying
    • Two replication studies of the relationships between mathematical knowledge for teaching, mathematical quality of instruction, and student achievement
    • Abstract algebra students’ evoked concept images for functions and homomorphisms
    • Building mathematics self-efficacy of STEM undergraduates through mathematical modelling
    • Division is pretty much just multiplication
    • Elementary school teachers’ noticing of essential mathematical reasoning forms: Justification and generalization
    • Group theory students’ perceptions of binary operation
    • Inquiry and gender inequity in the undergraduate mathematics classroom
    • A validity argument for an undergraduate mathematics concept inventory
    • Leveraging variation of historical number systems to build understanding of the base-ten place-value system
    • The group theory concept assessment: A tool for measuring conceptual understanding in introductory group theory
    • The student discourse observation tool: Supporting teachers in noticing justifying and generalizing
    • When students prove a theorem without explicitly using a necessary condition: Digging into a subtle problem from practice
    • Connecting the group theory concept assessment to core concepts at the secondary level
    • Reframing replication studies as studies of generalizability: A response to critiques of the nature and necessity of replication
    • Three conceptual replication studies in group theory
    • Multiplication by 10 base-5: Making sense of place value structure through an alternate base
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  • Projects
    • NSF: Developing and Validating Proof Comprehension Tests in Real Analysis (ReACT)
    • NSF: Generating a Research-Informed Transition to a Mathematical Proof Curriculum
    • NSF: Orchestrating Discussions Around Proof (ODAP)
    • NSF: STructuring Equitable Pariticipation in Undergraduate Proof (STEP UP)
  • Recent & Upcoming Talks
    • A Window into the World of Mathematics Education Research
    • PROFILING PRODUCTIVE MATHEMATICAL TEACHING MOVES IN 4TH–8TH MATHEMATICS CLASSROOMS
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  • Experience
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  • Hugo Blox
    • Getting Started
    • Guide
      • Project Structure
      • Configuration
      • Formatting
        • Embed Media
        • Buttons
        • Callouts
        • Cards
        • Spoilers
        • Steps
    • Reference
      • Customization
      • Internationalization (i18n)
Courses
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Last updated on Oct 24, 2023

© 2026 Kathleen Melhuish. This work is licensed under CC BY NC ND 4.0

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