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CURRICULUM VITA

Marilyn P. Carlson Professor

Department of Mathematics & Statistics Arizona State University

Tempe, Arizona 85287-1804 Professional Preparation

Central Missouri State University, B.S. in Mathematics Education (graduated cum laude), May 1977 The University of Kansas, M.S. in Computer Science (honors), May, 1987 The University of Kansas, Ph.D. in Mathematics Education, May, 1995

Research Area Mathematics Education Professional Service 1997–2001 Member of Eisenhower Advisory Board for State of Arizona

1997–current Senior research mentor for Research in Undergraduate Mathematics Education 1996–2004 Served on numerous departmental, college and university committees

1998–current Chair of three committees for the Special Interest Group for Research in Undergraduate Mathematics Education. Led the development of the Guidelines Document for SIGMAA on RUME

1998 Led the development of a Ph.D. program in mathematics education in the Department of Mathematics and Statistics

1999–current Member of the Executive Committee of the Association for Research in Undergraduate Mathematics Education (ARUME)

2002, 2003 President of the Special Interest Group for Research in Undergraduate Mathematics Education

2002 Served on National Research Council Panel: Disciplinary Content Panels for the National Research Council Committee on Advanced Study in High School Mathematics and Science

2001–2004 Reviewed five promotion and tenure cases 2002 Served on the planning committee for the PME-NA research conference 2003 Led the development of a master’s degree in mathematics for in-service

secondary teachers (program approved, May 2003) 2001–2003 Served as Coordinator of the Special Interest Group for Research in

Undergraduate Mathematics Education (SIGMAA on RUME) 2003 Local host for the annual conference on Research in Undergraduate

Mathematics Education (the annual RUME conference) 2003 Nominated to be the editor (with Chris Rasmussen) of an MAA Research-to-

Practice Publication, Teaching Undergraduate Mathematics and Research: Making the Connection

2003-2006 Served on five different NSF Review Panels during the past three years (Reviewed eight proposals for each panel)

2000–2006 Regular reviewer of manuscripts for professional journals in mathematics education (e.g., Educational Studies in Mathematics, Journal for Research in Mathematics Education, Cognition and Learning)

2005–2006 Member of Arizona’s Governor’s Council on Innovation and Technology 2003–2006 Sponsored through CRESMET a multidisciplinary colloquium series featuring

national and international speakers 2005-2006 Launched and secured funding for SCISM program (Summer Certification in

Secondary Mathematics), with aim to graduate more well-prepared mathematics teachers for Arizona schools

2005, 2006 ASU faculty representative to Carnegie Corporation’s Teachers for a New Era project

2006 Participant, National Governors’ Association’s advisory discussions on issues in U.S. science and mathematics education

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2006 Sponsored through CRESMET Arizona’s first statewide science and math education conference for 500 school counselors and teachers

2006 Founding participant in launch of AZIMASE—public/private partnership for improving state outcomes in math and science education

2006 Participated in University of Arizona faculty advising committee for the establishment of an Institute for Mathematics and Education

2006 Invited consultation with University of Kentucky president, provost and deans on CRESMET model for interdisciplinary work in STEM education research and policy

2006 Board member, INQUERI STEM education project at Ohio State University 2007 With Biodesign Institute and Consortium on Science, Policy, and Outcomes,

hosted ASU-wide event for National Science Board members and Commission on 21st Century Education in Science, Technology, Engineering and Mathematics

2007 Member of the Planning Committee for the NSF Sponsored Learning Communities Network National Conference

2009 Member of the MAA Program Committee for Mathfest 2010 2009-10 Member of the MAA Committee on the Teaching of Undergraduate

Mathematics 2009-10 Member of the MAA Committee on Articulation and Placement 2010-2013 Member of MAA Committee for Undergraduate Programs in Mathematics

(CUPM) 2012-2015 Member of College Board Committee: Pre-AP Mathematics Curriculum and

Content Development Committee. 2015 Member of Review Committee for NSF EHR

Professional Experience Lecturer, Department of Mathematics, Haskell Indian Nations, 1978–1979

High School Mathematics and Computer Science Teacher, De Soto, Kansas, 1980–1983 Graduate Assistant, Department of Mathematics, University of Kansas, 1985–1987

Lecturer, Department of Computer Science, University of Kansas, 1988–1990 Director, First Year Mathematics, University of Kansas, 1991–1994 Director, First Year Mathematics, Arizona State University, 1995–1998

Assistant Professor, Department of Mathematics & Statistics, Arizona State University, 1995–2000 Associate Professor, Department of Mathematics & Statistics, Arizona State University, 2000–2004 Interim Director, CRESMET, Center for Research on Education in Science, Mathematics, Engineering and Technology, July 2003–February 2004 Director, CRESMET, March 2004–2008 Professor, Department of Mathematics & Statistics, Arizona State University, 2004–present

Funding

Co-PI with Alan Jacobs and William Trotter: MMATE 2000 Project – Maricopa Mathematics Advanced Technology Education 2000 Project (1996-2000). Funding Agency: NSF. Amount Awarded: $353,235.

PI: Undergraduate mathematics for elementary teachers: A collaborative reform (6/1/97–8/1/97).

Funding agency: Eisenhower. Amount awarded: $42,000. PI: A redefinition and reform of pre-service secondary mathematics curriculum (4/15/98–8/1/98).

Funding agency: Eisenhower. Amount awarded: $49,500. Co-PI: Arizona collaborative for excellence in the preparation of teachers (1996–2000). Funding

agency: NSF (Co-PI funding: Approximately $30K–$40K annually for five years. Received a total of $120,000 in extra funding during the summers of 1996, 1997 and 1998 to support workshops and curriculum development. Received $30,000 to purchase computing equipment for MTE/ACEPT teaching lab). Amount awarded: $4,985,716.

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Co-PI with Nora Rameriz and Linda Jaslow. Changing the high school system: Implementing the

interactive math project in Arizona (9/1/96–8/31/01). Funding agency: NSF (Co-PI funding: Received $17,000 during the summer of 1998 to provide partial support for pre-service secondary workshop and curriculum development activities). Amount awarded: $918,000.

Co-PI with Don Evans, David Hestenes, Matthias Kawski, et al. A center for collaborative

research in learning technologies (planning grant) (1996–97). Funding agency: NSF. Amount awarded: $50,000. PI: CAREER— A model for describing students' mathematical thinking: Building a foundation for

research-based curriculum (1999–2004). Funding agency: NSF. Amount awarded: $499,998. Co-PI with Eric Kostelich. Development and evaluation of a curriculum in scientific computing

for mathematical science majors (2/2002–7/2004). Funding agency: NSF. Amount awarded: $49,982.

PI: Mathematics and physics workshop for high school teachers: Experiments, models, and

experimenting with models (1/02–1/03). Funding agency: Eisenhower. Amount awarded: $50,000.

Co-PI with James Middleton. A longitudinal study of the development of rational knowledge in

the middle grades (summer 2004 – summer 2008). Funding agency: NSF. Amount awarded: $1,740,195.

PI: Developing and promoting learner-centered instruction through science- and engineering-

based projects in precalculus and introductory calculus (spring 2004–summer 2005). Funding agency: Arizona Board of Regents. Amount awarded: $49,691.

Co-PI with Ray Carpenter. In situ real-time atomic scale nanomaterials synthesis, characterization, and modeling for undergraduate education (summer 2004–summer 2006). Funding agency:

NSF. Amount awarded: $100,000. Co-PI with Patrick Thompson. Developing a professional learning community model for

secondary precalculus teachers: A model for teacher professional growth (summer 2004–spring 2009). Funding agency: NSF. Amount awarded: $4,444,624.

Awardee: SCISM: Summer Certification Institute in Secondary Mathematics (8/2004–8/2006).

Funding agency: Boeing Company. Amount awarded: $86,000.

Co-PI with David Guston. NSEC: Center for nanotechnology in society at Arizona State University (fall 2005–fall 2010). Funding Agency: National Science Foundation. Amount awarded: $3,405,000.

Co-PI with Michelle Zandieh: SCISM-Summer certification institute in secondary mathematics

(fall 2006–fall 2009). Funding Agency: National Science Foundation. Amount awarded: $499,992.

Co-PI with Robert Culbertson. ASU math & science teaching fellows: Toward a world-class

teacher workforce for Arizona schools (summer 2007–summer 2010). Funding Agency: Science Foundation Arizona. Amount awarded: $1,575,000.

Co-PI with Hans Dieter Armbruster. College algebra redesign: Infusing conceptual activities and

technology into the classroom to promote student learning (summer 2007–summer 2009). Funding Agency: Arizona Board of Regents. Amount awarded: $50,000.

PI: Project Pathways: A math and science partnership program for Arizona

Funding agency: NSF. Amount awarded: $12,494,170. Award period: 9/2004–5/2012.

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PI: Project Pathways Supplement: Noyce Scholarships for Secondary Teachers, Funding Agency:

NSF. Amount awarded: $898,444. Award period: 1/2009-5/2012.

Co-PI with Michael Pearson and David Broussoud: Characteristics of Successful Programs in College Calculus, Funding Agency: NSF. Amount awarded: $1.5 M. ASU Subaward: $187,000. Award period: 1/2010-1/2013.

Co-PI with Pat Thompson. Project Aspire: Defining and Assessing Mathematical Knowledge For

Teaching. Funding Agency: NSF. Amount awarded: $1.9 M. Award period: 9/2011-8/2014

PI: Pathways to Calculus: Disseminating and Scaling a Professional Development Model for Precalculus Level Instruction. Amount awarded: $2.1 M. Funding Agency: NSF. Award period: 8/2011 to 7/2014.

Co-PI with Michael Pearson and Bernie Madison: Using Research to Shape Instruction and

Placement in Algebra and Precalculus. Amount awarded: $599,217. (ASU Subaward for 1 graduate student each year of the grant.) Award period: 9/11-9/14.

PI: Pathways to Preparing Future Mathematicians to Transforming Undergraduate Mathematics

Education. Amount awarded: $2,136,708. Funding Agency: NSF. Award period: 9/2013 to 8/2018.

Refereed Journal and Invited Publications

Carlson, M. (1997). The development of an instrument to assess students' views about the methods and learnability of mathematics. Proceedings of the 19th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2, 395–403.

Carlson, M. (1997). Obstacles for college algebra students in understanding functions: What do

high performing students really know? AMATYC Review, 19(1), 48–59. McGehee, J., Molina, D., & Carlson, M. (1997). Undergraduate mathematics for elementary

teachers. Proceedings of the 19th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2, 512–513.

Carlson, M. (1998). A cross-sectional investigation of the development of the function concept. In

E. Dubinsky, A. H. Schoenfeld, & J. Kaput (Eds.), Research in collegiate mathematics education III (pp. 114-162). Providence, RI: American Mathematical Society.

Carlson, M. (1999). The emergence of students' problem solving behavior: A comparison of two

populations of university students. Proceedings of North American Chapter of the International Group for the Psychology of Mathematics Education Conference, 2, 517–523.

Carlson, M. (1999). The mathematical behavior of six successful mathematics graduate students:

Influences leading to mathematical success. Educational Studies in Mathematics, 40, 237–258.

Carlson, M. (2000). A study of the mathematical behaviors of mathematicians: The role of

metacognition and mathematical intimacy in solving problems. Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education, 2, 137–144.

Carlson, M., Jacobs, S., & Larsen, E. (2001). An investigation of covariational reasoning and its

role in learning the concepts of limit and accumulation. Proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education Conference, 2, 517–523.

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Lawson, A. E., Benford, R., Bloom, I., Carlson, M. P., Falconer, K. F., Hestenes, D. O., et al.

(2002). Evaluating college science and mathematics instruction: A reform effort that improves teaching skills. Journal of College Science Teaching, 31(6), 388–93.

Carlson, M. P. (2002). Physical enactment: A powerful representational tool for understanding the

nature of covarying relationships. In Fernando Hitt (Ed.), Representations and mathematics visualization. Psychology of mathematics education (pp. 63–77). Mexico: Cinvestav-IPN.

Carlson, M. P. (2002). Connecting research to practice at the undergraduate level: A personal

journey. In Naomi Fisher (Ed.), Special issue of the Mathematicians and Education Reform Forum, 10–14.

Carlson, M., Jacobs, S., Coe, E., Larsen, S., & Hsu, E. (2002). Applying covariational reasoning

while modeling dynamic events: A framework and a study. Journal for Research in Mathematics Education, 33, 352–378.

Carlson, M., Larsen, S., & Lesh, R. (2003). Integrating a Models and Modeling Perspective with

Existing Research and Practice. In R. Lesh & H. Doerr (Eds.), Beyond constructivism in mathematics teaching and learning: A models & modeling perspective (pp. 465-478). Hillsdale, NJ: Lawrence Erlbaum.

Carlson, M., Zandieh, M., Bloom, I., & Sawada, D. (2003). The evolution of an interdisciplinary

collaborative for pre-service teacher reform: Research informs practice. In A. Peter-Koop et al. (Eds.), Collaboration in teacher education (pp. 41–56). The Netherlands: Kluwer Academic Publishers.

Carlson, M., Jacobs, S., Coe, E., Larsen, S., & Hsu, E. (2003, July). Razonamiento covariacional

aplicado a la modelación de eventos dinámicos: Un marco conceptual y un studio. Revista EMA Investigación e Innovación en Educación Matemática, 8(2), 121–156.

Carlson, M. & Oehrtman, M. (2005, March). Key aspects of knowing and learning the concept of

function. Research Sampler Series, MAA Notes Online. Carlson, M. & Bloom, I. (2005). The cyclic nature of problem solving: An emergent

multidimensional problem solving framework, Educational Studies in Mathematics, 58, 45-75.

Thompson, P.W., Carlson, M.P., Silverman, J. (2007). The design of tasks in support of teachers'

development of coherent mathematical meanings. Journal of Mathematics Teachers Education, 10, 415-432.

Carlson, M. & Rasmussen, C. (Eds.) (2008). Making the connection: Research and teaching in

undergraduate mathematics education. MAA Notes, 73, Washington, DC: Mathematical Association of America.

Carlson, M., Bloom, I., & Glick, P. (2008). Promoting effective mathematical practices in

students: Insights from problem solving research. In M. Carlson & C. Rasmussen (Eds.), Making the connection: Research and teaching in undergraduate mathematics education (pp. 275-288). Washington, DC: Mathematical Association of America.

Oehrtman, M., Carlson, M., & Thompson, P.W. (2008). Foundational reasoning abilities that

promote coherence in students’ function understanding. In M. Carlson & C. Rasmussen (Eds.), Making the connection: Research and teaching in undergraduate mathematics education (pp. 27-42). Washington, DC: Mathematical Association of America.

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Clark, P., Moore, K. & Carlson, M. (2008). Documenting the emergence of "speaking with meaning" as a sociomathematical norm in professional learning community discourse. The Journal of Mathematical Behavior. 27(4), 297-310.

Oehrtman, M., Carlson, M., & Vasquez, J. A. (2009). Attributes of content-focused

professional learning communities that lead to meaningful reflection and collaboration among math and science teachers. In S. Mundry & K. E. Stiles (Eds.), Professional Learning Communities for Science Teaching: Lessons from Research and Practice National Science Teachers Association Publication Series. Arlington, VA: NSTA Press, pp. 89-106.

Carlson, M., Oehrtman, M., Engelke, N. (2010). The precalculus concept assessment (PCA)

instrument: A tool for assessing reasoning patterns, understandings and knowledge of precalculus level students. Cognition and Instruction, 113-145.

Moore, K. C., & Carlson, M. P. (2012). Students’ images of problem contexts when solving

applied problems. Journal of Mathematical Behavior, 31(1), 48-59. Bressoud, D.M., M.P. Carlson, V. Mesa, C. Rasmussen C. (2012). Preliminary Results of the

Study of Charac- teristics of Successful Program in College Calculus. Paper presented at the 12th International Congress on Math- ematics Education, Seoul, Korea.

Bressoud, D.M., M.P. Carlson, V. Mesa, C. Rasmussen (2014). The calculus student: insights

from the Mathematical Association of America national study. International Journal of Mathematical Education in Science in Technology. 44:5, 685–698.

Carlson, M., Madison, B., West, R. (2015). The calculus concept readiness exam: Assessing

student readiness for calculus. In K. Marrongelle; C. Rasmussen; M.O.J. Thomas (Eds.) International Journal of Research in Undergraduate Mathematics Education, 1-25, DOI 10.1007/s40753-015-0013-y

Carlson, Marilyn P., Moore, Kevin (2015). The Role of Covariational Reasoning in

Understanding and Using the Function Concept. In E. Silver, & P. Keeney (Eds.) Lessons Learned From Research. The National Council of Teachers of Mathematics, pp. 279-291.

Teuscher, D., Moore, K., & Carlson, M. (2015). Decentering: A construct to analyze and explain

teacher actions as they relate to student thinking. Journal of Mathematics Teacher Education, 1-24. doi: 10.1007/s10857-015-9304-0

Madison, B. L., Carlson, M. P., Oehrtman, M., & Tallman, M. (2015). Conceptual precalculus:

Strengthening students’ quantitative and covariational reasoning. Mathematics Teacher, 109(1), 54-59.

Tallman, M., Carlson, M. P., Bressoud, D., & Pearson, M. (2016). A characterization of calculus I final exams in U.S. colleges and universities. International Journal of Research

in Undergraduate Mathematics Education, 2(1), 105-133. Musgrave, S., & Carlson, M. P. (2016). Understanding and advancing graduate teaching

assistants’ mathematical knowledge for teaching. The Journal of Mathematical Behavior, Volume 45, March 2017, pp. 137-149.

Thompson, P. W., & Carlson, M. P. (2017). Variation, covariation, and functions: Foundational

ways of thinking mathematically. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 421-456). Reston, VA: National Council of Teachers of Mathematics.

Published Student Textbooks and Instructional Materials:

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Carlson, M.P., Oehrtman, M. Moore K.C (2015). Precalculus: Pathways to Calculus Student Textbook, Rational Reasoning; Phoenix, Arizona. 5th Edition.

Carlson, M.P., Oehrtman, M. (2012). Precalculus: Pathways to Calculus Student Textbook, Rational Reasoning; Phoenix, Arizona.

Carlson, M.P., Oehrtman, M. (2012). Precalculus: Pathways to Calculus Student Textbook,

Rational Reasoning; Phoenix, Arizona. Carlson, M.P., O’Bryan, A., Joyner, K. (2012). Pathways Algebra II Student Workbook. Rational Reasoning; Phoenix, Arizona.

Minor Refereed or Invited Publications

Carlson, M., & Canas, D. M. (1987). A design and implementation of an automated test generator ( Tech. Rep. No. 87-02). Lawrence: University of Kansas.

Carlson, M. (1994). A successful transition to a calculator integrated precalculus curriculum:

Clues, surveys and trends. Proceedings of the International Conference on Technology in Collegiate Mathematics (pp. 61–66). Boston, MA: Addison-Wesley.

Carlson, M. (1996, Fall). Reform efforts in mathematics result in new curricula and enhanced

faculty cooperation. Arizona Collaborative for Excellence in the Preparation of Teachers, Vol. 1.

Carlson, M. (1998). Notation and language: Obstacles for undergraduate students' function

concept development. Proceedings of Psychology of Mathematics Education: North America Conference, 307.

Carlson, M. (1999). A study of second semester calculus students' function conceptions.

Proceedings of Psychology of Mathematics Education-International, 341. Hughes-Hallet, D., Carlson, M., et al. (2002). Learning and understanding— Improving advanced

study of mathematics and science in U.S. high schools: Report of the Content Panel for Mathematics (National Research Council Rep.). Washington, DC: National Academy Press.

Carlson, M. P. (2003). The emergence of a research group in undergraduate mathematics

education. Math Minutes [ASU departmental newsletter], 11. Carlson, M. P. (2003, Spring). Mathematics Ph.D. programs thriving: College of Education &

Department of Mathematics partner in mentoring students. CRESMET Newsletter, 3(1), 5. Carlson, M., Smith, N., & Persson, J. (2003). Developing and connecting calculus students’

notions of rate-of-change and accumulation: The fundamental theorem of calculus. Proceedings of the 2003 Joint Meeting of PME and PME-NA, 2, 165–172. Honolulu, HI.

Carlson, M., Zandieh, M., Bloom, I., & Sawada, D. (2003). The evolution of collaborative practice

within the mathematics cluster. In Daiyo Sawada (Ed.), Reformed teacher education in science and mathematics. Tempe: Arizona State University.

Engelke, Nicole, Carlson, M., & Oehrtman, M. (2005). Composition of Functions: Precalculus

Students’ Understandings, In G. M. Lloyd, M. R. Wilson, J. L. M. Wilkins, & S. L. Behm (Eds.), Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education [CD-ROM]. Eugene, OR: All Academic.

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Krause, S., Burrows, V., Pizziconi, V., Culbertson, R. & Carlson, M. (2006). Project Pathways: Connecting engineering design to high school science and mathematics in a Mathematics Science Partnership program. 2006 American Society for Engineering Education Annual Conference Proceedings, Chicago, IL.

Clark, P. G., Carlson, M., & Moore, K. (2007). Documenting the emergence of "speaking with

meaning" as a sociomathematical norm in professional learning community discourse. In T. Lamberg & L. R. Wiest (Eds.), Proceedings of the 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 872-874). Reno: University of Nevada.

Carlson, M., Bowling, S., Moore, K., & Ortiz, A. (2007). The Emergence of Decentering in

Facilitators of Professional Learning Communities of Secondary Mathematics and Science Teachers. In T. Lamberg & L. R. Wiest (Eds.), Proceedings of the 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 841-848). Reno: University of Nevada.

Krause, S., Burrows, V., Sutor, J., & Carlson, M., (2007). Addressing gender equity pipeline

issues with a workshop for high school math and science teachers. Proceedings of the Frontiers in Education Conference, on CD.

Krause, S., Burrows, V., Sutor, J. & Carlson, M., (2007). High school math and science teachers'

awareness of gender and equity issues from a research-based workshop. Proceedings of the American Society for Engineering Education Annual Conference, on CD.

Thompson, P. W., Castillo-Garsow, C., & Moore, K, & Carlson, M. P. (2007, June). Quantitative

reasoning as a foundation for “algebra as modeling”. Invited paper presented at the Pathways to Algebra Conference, Evron, France.

Carlson, M., McClain, K., & Strom, A., (2008). Supporting improvements in the teaching of

precalculus level mathematics. 2008 MSP Learning Network Conference, Washington, D.C. Carlson, M., Moore, K., Bowling, S., Ramirez, N., & McClain, K., (2008). Attributes of

professional learning communities that support meaningful discourse about learning and teaching. MSP Learning Network Conference, Washington, D.C.

Krause, S., Culbertson, R., & Carlson, M. (2008). Attitude shifts in high school math and science

teacher practice through connecting math, science, and engineering in a math science partnership: Project Pathways. Proceedings of the 2008 American Society for Engineering Education (ASEE) Annual Conference and Exposition.

Krause, S., Culbertson, R., Carlson, M. & Oehrtman, M. (2008). High school teacher change,

strategies, and actions in a professional development project connecting mathematics, science, and engineering. Proceedings of the 38th ASEE/IEEE Frontiers in Education Conference. Saratoga Springs, NY.

Carlson, M., & Oehrtman, M. (2009, January). Developing secondary mathematics content

knowledge for teaching in secondary mathematics and science teachers. [Published Abstract] Seventh Annual Math and Science Partnership (MSP) Learning Network Conference (LNC). Washington, D.C.

Carlson, M., & Oehrtman, M. (2009, January). Supporting and evaluating professional

collaboration among secondary mathematics and science teachers. [Published Abstract] Seventh Annual Math and Science Partnership (MSP) Learning Network Conference (LNC). Washington, D.C.

McClain, K., Carlson, M., Coe, E., & Saldanha, L. (2009).The emergence of norms for

mathematical argumentation: Contributing to a framework for action. Swars, S. L., Stinson,

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D. W., & Lemons-Smith, S. (Eds.). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 288-295). Atlanta, GA: Georgia State University.

Moore, K. C., Carlson, M. P., Oehrtman, M. (2009). The role of quantitative reasoning in solving

applied precalculus problems. Proceedings for the Twelfth Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference. Raleigh, NC: North Carolina State University.

Oehrtman, M., Carlson, M., Sutor, J.*, Agoune, L.* & Stroud, C.* (2009). Meaningful Collaboration in Secondary Mathematics and Science Teacher Professional Learning Communities, Proceedings of the Twelfth Conference on Research in Undergraduate Mathematics Education, 28 pages, Web publication at http://rume.org/crume2009/Oehrtman_LONG.pdf.

Moore, K., Carlson, M., & Oehrtman, M. (2009). The Role of Quantitative Reasoning in Solving Applied Precalculus Problems, Proceedings of the Twelfth Conference on Research in Undergraduate Mathematics Education, 26 pages, Web publication at http://rume.org/crume2009/Moore1_LONG.pdf.

Weber, E., & Carlson, M. P. (2010). The role of precalculus students' quantitative and covariational reasoning in solving novel mathematics problems. Paper presented at the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, OH. 815-822.

Carlson, M., Oehrtman, M., & Teuscher, D. (2010, January). Transforming the professional

development culture and quality of mathematics and science instruction within a secondary school. Proceedings of the Eighth Annual Math and Science Partnership (MSP) Learning Network Conference (LNC). Washington, D.C, web publication.

Oehrtman, M., Carlson, M., Martin, J., & Sutor, J. (2010, January). Coherence and change in

teacher professional learning communities. Proceedings of the Eighth Annual Math and Science Partnership (MSP) Learning Network Conference (LNC). Washington, D.C, web publication.

Carlson, M. (2010). An overview of research on ideas of variable, expression, function and

equation. Invited publication to guide the writing teams of the Common Core Standards (12 pgs).

Moore, K. C., Carlson, M. P., and Teuscher, D. (2011). Using Research-based Curriculum to Support Shifts in Teachers’ Key Pedagogical Understandings. Proceedings of the 2011 Math and

Science Partnership (MSP) Learning Network Conference (LNC). Washington, D.C.: National Science Foundation, web publication.

Teuscher, D., Moore, K. C., and Carlson, M. P. (2011). Interaction Between Teacher’s Questions and Student Discourse. Proceedings of the 2011 Math and Science Partnership (MSP) Learning Network Conference (LNC). Washington, D.C.: National Science Foundation, web publication.

Carlson, M. P., Slemmer, G., Moore, K., Teuscher, D., and Joyner, K. (2011). Key Variables for

Establishing and Sustaining Highly Effective Professional Learning Communities. Proceedings of the 2011 Math and Science (MSP) Learning Network Conference (LNC). Washington, D.C.: National Science Foundation, web publication.

Moore, K. C., Teuscher, D., and Carlson, M. P. (2011). Exploring shifts in a teacher’s key

developmental understandings and pedagogical actions. In Wiest, L. R., & Lamberg, T. (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the

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International Group for the Psychology of Mathematics Education (pp. 1673-1681). Reno, NV: University of Nevada, Reno.

Underwood, K. & Carlson, M. P. (2012). Understanding how precalculus teachers develop mathematic knowledge for teaching the idea of rate of change. In Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education. Portland, OR. (149-157).

Carlson, M. P., Moore, K. C., Teuscher, D., Slemmer, G., Underwood, K., & Tallman, M. (2012).

Affecting and Documenting Shifts in Secondary Precalculus Teachers’ Instructional Effectiveness and Students’ Learning. Proceedings of the 2012 Math and Science (MSP) Learning Network Conference (LNC). Washington, D.C.: National Science Foundation. (8 pages)

Rasmussen, C., Bressoud, D., Carlson, M. (2015). Who Are the Students that Switch out of

Calculus and Why Do They Switch? American Education Research Association (AERA) Conference Proceedings, pp. 149-156.

Madison, B. L., Carlson, M. P., Oehrtman, M., & Tallman, M. (2015). Conceptual precalculus:

Strengthening students’ quantitative and covariational reasoning. Mathematics Teacher, 109(1), 54-59.

Carlson, M. P. & Tallman, M. (2016). Learning from calculus I finals. MAA Focus, 36(3),15-17.

Musgrave, S. & Carlson, M. P. (2016). Transforming graduate students’ meanings for average rate

of change. In T. Fukawa-Connolly, N. E. Infante, K. Keene, & M. Zandieh (Eds.), Proceedings of the Nineteenth Annual Conference on Research in Undergraduate Mathematics Education. Pittsburgh, PA: West Virginia University, pp. 809-814.

O'Bryan, A. E. & Carlson, M. P. (2016). Fostering teacher change through increased noticing:

Creating authentic opportunities for teachers to reflect on student thinking. In T. Fukawa-Connolly, N. E. Infante, K. Keene, & M. Zandieh (Eds.), Proceedings of the Nineteenth Annual Conference on Research in Undergraduate Mathematics Education. Pittsburgh, PA: West Virginia University, pp. 1192-1200.

Sander, G. & Carlson, M. P. (2016). On the use of dynamic animations to support students in

reasoning quantitatively. In T. Fukawa-Connolly, N. E. Infante, K. Keene, & M. Zandieh (Eds.), Proceedings of the Nineteenth Annual Conference on Research in Undergraduate Mathematics Education. Pittsburgh, PA: West Virginia University, pp. 1262-1270.

Select Invited or Refereed Presentations

Carlson, M. (1995, November). A cross-sectional investigation of the development of the function concept. Invited presentation at the Mathematics Instruction Colloquium, University of Arizona, Tucson.

Carlson, M. (1996, June). What do high performing college algebra students know about

functions? Invited presentation at Maricopa Math Chairs Retreat, Tempe, AZ. Carlson, M. (1996, June). Evaluating new curricula. Invited presentation at the Fifth Conference

on the Teaching of Mathematics, Baltimore, MD. Carlson, M. (1996, September). A longitudinal investigation of the function concept. Refereed

presentation at RUME (Research in Undergraduate Mathematics Education) Conference, MI.

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Carlson, M. (1996, October). Developing high school students' understanding of functions and equations: Research-motivated practical recommendations. Refereed presentation at regional meeting of National Council of Teachers of Mathematics, Albuquerque, NM.

Carlson, M. (1997, May). Concept development in before-calculus mathematics: Issues and

directions. Invited presentation at the Fourth Annual Math Retreat of the Maricopa Community Colleges and the Maricopa Mathematics Consortium, Mesa, AZ.

Carlson, M. (1998, April). Developing high school students' understanding of function:

Recommendations based on research. Refereed presentation at the 76th Annual Meeting of the National Council of Teachers of Mathematics, Washington, DC.

Carlson, M. (1998, June). Insights into the emergence of students' function understandings.

Refereed presentation at a regional workshop for the Interactive Mathematics Project, Mesa, AZ.

Carlson, M. (1998, July). Building students' function understanding: Suggestions for curriculum

developers. Invited presentation at the national workshop for the Maricopa Mathematics Consortium Project, Phoenix, AZ.

Carlson, M. (1998, September). The mathematical behavior of successful mathematics graduate

students: Influences leading to mathematical success. Refereed presentation at conference of RUME (Research in Undergraduate Mathematics Education), South Bend, IN.

Carlson, M. (1998, September). Undergraduate mathematics education graduate programs. Invited

panel discussant at conference of RUME (Research in Undergraduate Mathematics Education), South Bend, IN.

Carlson, M. (1999, July). A study of second semester calculus students' notion of function

conceptions. Refereed presentation at PME, Haifa, Israel. Carlson, M. (1999, September). A study of the problem solving behaviors of mathematicians:

Metacognition and mathematical intimacy in expert problem solvers. Refereed paper presented at the annual meeting of RUME (Research in Undergraduate Mathematics Education), Chicago, IL.

Carlson, M. (1999, October). Notation and language: Obstacles for undergraduate students'

concept development. Refereed presentation at meeting of Psychology of Mathematics Education: North America, Raleigh, NC.

Carlson, M. (1999, October). The emergence of students' problem solving behavior: A comparison

of two populations of university students. Refereed presentation at PME-NA, Cuernavaca, Mexico.

Carlson, M. (1999, October). Representational fluency: 21st Century conceptual tools—Going

beyond constructivism. Invited panel discussant at PME-NA, Cuernavaca, Mexico. Carlson, M. (2000, March). Preparing for research in undergraduate mathematics: The

development of two Ph.D. options and a four course sequence. Invited presentation at meeting of the Mathematics Education Colloquium, University of Arizona, Tucson.

Carlson, M. (2000, July). A study of the problem solving behaviors of mathematicians:

Metacognition and mathematical intimacy in expert problem solvers. Refereed conference of the International Group for the Psychology of Mathematics Education, Hiroshima, Japan.

Carlson, M. (2001, February). An examination of the mathematical behavior of mathematicians:

An emerging problem solving framework. Invited presentation at a colloquium at the University of Arizona, Tucson.

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Carlson, M. (2001, October). An investigation of covariational reasoning and its role in learning

the concepts of limit and accumulation. Refereed presentation at meeting of Psychology of Mathematics Association, Salt Lake City, UT.

Carlson, M. (2001, October). Physical enactment: A powerful representational tool for

understanding the nature of covarying relationships. Invited, refereed presentation to the Psychology of Mathematics Education Representation Working Group, Salt Lake City, UT.

Carlson, M., Oehrtman, M., & Hsu, E. (2002, April). Investigations of the major conceptual

strands of first-semester calculus: The role of theory in research and practice. Refereed presentation at the research pre-session of the annual meeting of the National Council of Teachers of Mathematics, Las Vegas, NV.

Carlson, M. (2002, July). A calculus project: The role of theory in research and curriculum

development. Invited plenary presentation to a pre-session of the Mathfest summer meetings of the Mathematical Association of America, Research in Undergraduate Mathematics Education section, Burlington, VT.

Carlson, M. (2003, February). Roles for mathematicians in mathematics education research.

Invited panel organizer and discussant at Special National Conference on the Roles of Outreach, Teacher Preparation, and Research on Teaching and Learning in a Research I Mathematics Department, Tucson, AZ.

Carlson, M. (2003, July). Developing and connecting calculus students’ notions of rate of change

and accumulation: The fundamental theorem of calculus. Presentation at PME27 conference of the International Group for the Psychology of Mathematics Education, University of Hawaii-Manoa, Honolulu.

Carlson, M. (2003, August). Strengthening the mathematics in mathematics education. Invited

panelist, presenter, and discussant at Mathfest, Boulder, CO. Carlson, M. (2003, August). A research-based instrument for assessing students’ readiness for

calculus: The precalculus concept assessment instrument. Refereed paper presentation at Mathfest, Boulder, CO.

Carlson, M. (2003, September). Promoting problem solving in all your mathematics courses and

students. Invited presentation to Arizona Association of Teachers of Mathematics, Phoenix, AZ.

Carlson, M. (2003, November). Attributes of effective problem solvers: Research informs

practice. Invited CRESMET seminar, Arizona State University, Tempe. Carlson, M. (2004, January). Mathematics education in a research intensive department: what

makes it work? Invited panelist at the Joint Mathematics Meetings, Phoenix, AZ. Carlson, M. (2004, March). Integrating research and practice: NSF quality education for

minorities. Plenary presentation at NSF CAREER Workshop, Albuquerque, NM. Carlson, M. (2004, September). Successful grant writing: The Teacher Professional Continuum

competition. Plenary presentation at the American Association of State Colleges and Universities, Washington, DC.

Carlson, M. (2005, January). The problem solving behaviors of mathematicians: The emergence

of a multi-dimensional problem solving framework. Presentation at the Joint Mathematics Meeting of the Mathematical Association of America, Atlanta, GA.

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Carlson, M. (2005, February). Assessment of student achievement in undergraduate education. Invited panelist at meeting of the Course, Curriculum and Laboratory Improvement Program, National Science Foundation, Arlington, VA.

Carlson, M. (2005, April). The reflexive relationship between individual cognition and classroom

practices: A covariation framework and problem solving research informs calculus instruction. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec.

Carlson, M. (2005, April). Making the connection: Research and teaching in undergraduate

mathematics. Invited panel discussant at the annual meeting of the National Council of Teachers of Mathematics, Anaheim, CA.

Culbertson, R., Oehrtman, M., Ortiz, L., & Carlson, M. (2005, August). Project Pathways:

Connecting math and science for high school teachers. Presented at the American Association of Physics Teachers, Salt Lake City, UT.

Carlson, M. P., & Thompson, P. W. (2005, October). Assessing conceptual knowledge of function

in secondary mathematics. Invited presentation at the U.S. Department of Education and National Science Foundation Joint Conference for State Mathematics and Science Partnership Directors. Washington, DC.

Engelke, N., Carlson, M., & Oehrtman, M. (2005, October). Composition of functions:

Precalculus students’ understandings. Paper presented at the proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Roanoke, VA.

Carlson, M. (2005, October). Successful grant writing: The Teacher Professional Continuum

competition. Invited presentation at conference of U.S. Department of Education for state Mathematics and Science Partnership directors, Washington, DC.

Carlson, M. (2005, November). CRESMET and education in the emerging nanosciences.

Presentation at the First International Collaboration on K-12 Nanoscience Courses, Tempe, AZ.

Carlson, M. (2005, November). Teachers for a new era. Invited participant at Learning Network

Kickoff, Chicago, IL. Carlson, M. (2006, March). A cognitive foundation for affecting the ways professional learning

communities work. Refereed presentation at the National Council of Teachers of Mathematics, St. Louis, MO. +

Thompson, P. W. & Carlson, M. (2006, April). Mathematical thinking and intersubjective

operations: A lens on the creation of mathematical learning communities. Refereed presentation at the National Council of Teachers of Mathematics Research Pre-session, St. Louis, MO.

Carlson, M. (2006, April). Methods for conducting educational research: The role of theory.

Materials Research Society Spring Meeting, San Francisco, CA. Thompson, P. W. & Carlson, M. (2006, June). Affecting teachers’ mathematical practices by

affecting their mathematical knowledge. Invited presentation at Beijing Normal University, Beijing, China.

Carlson, M. (2006, June). Covariational reasoning: A foundational reasoning ability for calculus

learning. Invited presentation at the Singapore National Institute of Education, Nanyang Technological University, Singapore.

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Carlson, M. (2006, June). Affecting teachers’ learning communities by affecting their mathematical knowledge. Refereed presentation at the China and U.S. Educational Leadership Conference, Beijing, China.

Krause, S., Burrows, V., Pizziconi, V., Culbertson, R. & Carlson, M. (2006, June). Project

Pathways: Connecting engineering design to high school science and mathematics in a Mathematics Science Partnership program. Presented at the 2006 American Society for Engineering Education Annual Conference. Chicago, IL.

Carlson, M. (2006, November). Using professional learning community research videos to

promote reflections among professional learning community facilitators. Invited presentation at the Teacher for a New Era Learning Network Conference, Philadelphia, PA.

Carlson, M. (2007, January). Research based tools and insights for improving mathematics

teachers’ classroom practices. Invited presentation at the Department of Education Regional Phoenix MSP Conference, Phoenix, AZ.

Bowling, S., Carlson, M., Clark, P., Kalachykhina, L., Koch, K., Moore, K., et al. (2007, January).

Professional learning community (PLC) research findings. National Science Foundation (NSF) Site Visit. Arizona State University, Tempe, AZ.

Carlson, M., Thompson, P., Bloom, I., Bowling, S., Castillo-Chavez, C., D’Angelo, C., et al. (2007, February). Affecting secondary mathematics teachers’ instructional practices by affecting their mathematical knowledge. A collection of six papers presented at the RUME Conference, San Diego, CA.

Carlson, M., Clark, P., Koch, K., Ortiz, A., McDaniel, J., Moore, K., & Panagiotou, K., (2007,

February). Documenting the emergence of "speaking in meaning" as a sociomathematical norm in professional learning community discourse. Presentation at the Tenth Annual Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education (SIGMAA on RUME) Conference. San Diego, CA.

Bowling, S., Carlson, M., Kalachykhina, L., Moore, K., Ortiz, A., & Wopperer, K., (2007, February). The importance of decentering in the role of a professional learning community facilitator. Presentation at the Tenth Annual Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education (SIGMAA on RUME) Conference. San Diego, CA.

Carlson, M., & Oehrtman, M. (2007, February). Framing an interdisciplinary multi-year professional development project for secondary mathematics and science teachers. Presented at the 10th Annual Conference for Research on Undergraduate Mathematics Education, San Diego, CA.

Carlson, M. (2007, March). Functions: Mathematical tools for science. Invited presentation at the

Institute for Mathematics and Education’s Conference on Teacher Preparation, Tucson, AZ. Burrows, V., Carlson, M., Krause, S., & Sutor, J. (2007, June). High school math and science

teachers' awareness of gender and equity issues from a research-based workshop. Presented at the American Society for Engineering Education Annual Conference. Honolulu, HI.

Carlson, M. (2007, August). Essential reasoning abilities and conceptual foundations for

beginning calculus. Invited presentation at the San Jose MathFest, San Jose, CA. Carlson, M. (2007, October). Best practices: Research insights for curriculum and teaching.

Invited presentation to the University of Kentucky undergraduate studies committee, Lexington, KY.

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Carlson, M., Bowling, S., Moore, K., & Ortiz, A., (2007, October). The Emergence of Decentering in Facilitators of Professional Learning Communities of Secondary Mathematics and Science Teachers. Presentation at the Twenty-ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics (PME-NA). Stateline (Lake Tahoe), NV.

Clark, P., Carlson, M., & Moore, K., (2007, October). Documenting the emergence of "speaking

with meaning" as a sociomathematical norm in professional learning community discourse. Presentation at the Twenty-ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics (PME-NA). Stateline (Lake Tahoe), NV.

Krause, S., Burrows, V., Sutor, J., & Carlson, M., (2007, October). Addressing gender equity

pipeline issues with a workshop for high school math and science teachers. Presented at the Frontiers in Education Conference. Milwaukee, WI.

Carlson, M., McClain, K., & Strom, A., (2008, January). Supporting improvements in the teaching

of precalculus level mathematics. Presentation at the MSP Learning Network Conference, Washington, D.C.

Carlson, M., Ramirez, N., & McClain, K., (2008, January). Attributes of professional learning

communities that support meaningful discourse about learning and teaching. Presentation at the MSP Learning Network Conference, Washington, D. C.

Bowling, S., Carlson, M., & Moore, K., (2008, January). The development of covariational

reasoning in a college algebra course. Presented at the Joint National Meeting of the American Mathematical Society (AMS) and the Mathematical Association of America (MAA). San Diego, CA.

Carlson, M. (2008, March). Preparing students for success in calculus: Research insights and the

Precalculus Concept Assessment (PCA) Instrument. Invited colloquium presentation at the University of Texas at Arlington.

Carlson, M., Moore, K., Strom, A., (2008, March). Supporting graduate students and talented

undergraduate students to teach college algebra: Professional learning communities promote meaningful reflection on student learning. Presented at The National Center for Academic Transformation (NCAT) Redesign Alliance Second Annual Conference, Orlando, FL.

Carlson, M. (2008, April). Preparing students for success in calculus: Research insights and the

Precalculus Concept Assessment (PCA) Instrument. Plenary talk at the Annual Meeting of the Texas Section of the MAA. Stephenville, TX.

Carlson, M., Moore, K., & Bowling, S. (2008, April). Meaningful mathematical discourse in

mathematics learning communities. Presentation at the Research Presession of the National Council of Teachers of Mathematics (NCTM) 2008 Annual Meeting and Exposition. Salt Lake City, UT.

Bowling, S., Carlson, M., & Moore, K., (2008, April). Essential attributes of secondary

mathematics professional learning communities. Presented at the Research Presession of the 2008 Annual Meeting and Exposition of the National Council of Teachers of Mathematics (NCTM), Salt Lake City, UT.

Moore, K., Mullen, K., & Carlson, M. (2008, April). “Speaking with meaning” in professional

learning community discourse. Presentation at the Presession of the National Council of Teachers of Mathematics (NCTM) 2008 Annual Meeting and Exposition. Salt Lake City, UT.

Carlson, M., Bowling, S., & Moore, K. (2008, August). Workshop on essential reasoning abilities

and conceptual foundations of calculus. SIGMAA on Research in Undergraduate

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Mathematics Education Workshop at MathFest 2008 (Mathematical Association of America). Madison, WI.

Carlson, M., & Moore, K. (2008, August) The role of quantitative reasoning in learning word

problems in pre-calculus mathematics. Invited presentation at the Implications for Teaching of Research on Learning symposium of MathFest 2008 (Mathematical Association of America). Madison, WI.

Krause, S., Culbertson, R., Carlson, M. & Oehrtman, M. (2008, October). High school teacher

change, strategies, and actions in a professional development project connecting mathematics, science, and engineering. Presentation at the 38th ASEE/IEEE Frontiers in Education Conference. Saratoga Springs, NY.

Carlson, M. (2008, October). Developing students’ conceptual foundations and mathematical

thinking for continued mathematical learning. The Thirty-Second William J. Spencer Lecture, Kansas State University, Manhattan, Kansas.

Carlson, M., & Oehrtman, M. (2009, January). Developing secondary mathematics content

knowledge for teaching in secondary mathematics and science teachers. Presentation at the Seventh Annual Math and Science Partnership (MSP) Learning Network Conference (LNC). Washington, D.C.

Carlson, M., & Oehrtman, M. (2009, January). Supporting and evaluating professional

collaboration among secondary mathematics and science teachers. Presentation at the Seventh Annual Math and Science Partnership (MSP) Learning Network Conference (LNC). Washington, D.C.

Moore, K., Carlson, M., & Oehrtman, M. (2009, March). The role of quantitative reasoning in

solving applied precalculus problems. Presented at the Twelfth Annual Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education (SIGMAA on RUME) Conference. Raleigh, NC.

Carlson, M., Oehrtman, M., Sutor, J., Agoune, L., & Stroud, C. (2009, March). Meaningful

collaboration in secondary mathematics and science teacher professional learning communities. Presented at the Twelfth Conference on Research in Undergraduate Mathematics Education, Raleigh, NC.

Carlson, M. (2009, May). Mathematics education research: Approaches and insights for improving

mathematics teaching and learning. Invited talk at the Mathematical Sciences Research Institute. Berkeley, CA.

Carlson, M., Oehrtman, M., & Teuscher, D. (2010, January). Transforming the professional

development culture and quality of mathematics and science instruction within a secondary school. Presentation at the Eighth Annual Math and Science Partnership (MSP) Learning Network Conference (LNC). Washington, D.C.

Oehrtman, M., Carlson, M., Martin, J., & Sutor, J. (2010, January). Coherence and change in

teacher professional learning communities. Presentation at the Eighth Annual Math and Science Partnership (MSP) Learning Network Conference (LNC). Washington, D.C.

Weber, E., Carlson, M. (2010, January) The role of homework in developing students’

mathematical conceptions. Presented at the National Joint Meeting of the American Mathematical Society (AMS) and the Mathematical Association of America (MAA). San Diego, CA.

Weber, E., & Carlson, M. P. (2010, October).The role of precalculus students'

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quantitative and covariational reasoning in solving novel mathematics problems. Presented at the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Conference.

Weber, E., Carlson, M. (2010, February) The Role of Precalculus Curriculum that Emphasizes the Development of Quantitative and Covariational Reasoning on Students’

Ability to Model and Solve Novel Problem Solving Tasks. Presented at the Thirteenth Annual Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education (SIGMAA on RUME) Conference. Raleigh, NC.

Weber, E., Carlson, M. (2010, January) The Role of Homework in Developing Students’

Mathematical Conceptions. Presented at the National Joint Meeting of the American Mathematical Society (AMS) and the Mathematical Association of America (MAA). San Diego, CA.

Carlson, M. & Strom, A. (2010, April). Critical Reasoning Abilities and Understandings for Learning and Teaching Precalculus Level Mathematics. Presented at the Regional Meeting of the Southwestern Section of the Mathematical Association of American and the Arizona Chapter of the American Mathematical Association of Two-Year Colleges (MAA/ArizAMATYC). Scottsdale, AZ.

Carlson, M. & Strom, A. (2010, April). Pathways to Calculus: A New Roadmap for Student Learning and Teaching of Precalculus Level Mathematics. Presented at the 24th Annual ORMATYC Conference (Oregon Mathematical Association of Two-Year Colleges). Lincoln City, OR.

Carlson, M. (2010, Nov). Foundational Understandings and Reasoning Abilities for Success in Calculus. 36th Annual AMATYC Conference, Boston, Massachusetts.

Moore, K. C., Teuscher, D., and Carlson, M. P. (2011). Exploring Shifts in a Teacher’s Key

Developmental Understanding and Pedagogical Actions. Brief Research Report presented at the Thirty-third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics (PME-NA). Reno, NV.

Moore, K. C., Carlson, M. P., and Teuscher, D. (2011) Using Research-based Curriculum to

Support Shifts in Teachers’ Key Pedagogical Understandings. Paper presented at the 2011 Math and Science (MSP) Learning Network Conference (LNC). Washington, D.C.

Teuscher, D., Moore, K. C., and Carlson, M. P. (2011). Interaction Between Teacher’s Questions

and Student Discourse. Paper presented at the 2011 Math and Science (MSP) Learning Network Conference (LNC). Washington, D.C.

Carlson, M. P., Slemmer, G., Moore, K., Teuscher, D., and Joyner, K. (2011). Key Variables for

Establishing and Sustaining Highly Effective Professional Learning Communities. Paper presented at the 2011 Math and Science (MSP) Learning Network Conference (LNC), Washington DC.

Carlson, Rasmussen, Bressoud, Pearson, Jacob & Weber E. (2011). Surveying mathematics

departments to identify characteristics of successful programs in college calculus. Presented at the Fourteenth Annual Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education (SIGMAA on RUME) Conference. Portland, OR.

Carlson, Marilyn P. (2012). Developing Precalculus Students’ Mathematical Meanings and

Practices: Leveraging Research to Transform Curriculum, Teachers, and Instruction. Invited colloquium. The University of Georgia. Athens Georgia.

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Tallman, M., & Carlson, M. P. (2012). A characterization of calculus I final exams in U.S. colleges and universities. 15th Annual Conference on Research in Undergraduate Mathematics Education, Portland, OR.

Underwood, K., & Carlson, M. P. (2012). Understanding how precalculus teachers develop

mathematical knowledge for teaching the idea of proporitonality. Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, Portland, OR.

Choike, J., Cowen, C., Ahlgren, A., Carlson, M., Madison, B. (2012). What can colleges and

universities do to increase student success in calculus? The College Board/MAA Committee on Mutual Concerns Panel Discussion. The National Joint Meeting of the American Mathematical Society (AMS) and the Mathematical Association of America (MAA), Boston, MA.

Carlson, Marilyn P. (2012). Key Ideas for Precalculus Mathematics: Foundational Ideas for

Succeeding in Calculus. Invited Key Note speaker: Iowa (statewide) Conference on Improving Precalculus Level Teaching and Learning. Iowa State University, Ames, Iowa.

Carlson, Marilyn P. (2012). Invited workshop. Developing Precalculus Level Students’

Mathematical Meanings and Practices: The Role of Curriculum, Teachers and Instruction. Iowa (statewide) Conference on Improving Precalculus Level Teaching and Learning. Iowa State University, Ames Iowa.

Carlson, Marilyn P. (2012). Lessons that Support the Development of Mathematical Practices in

Secondary Mathematics Students: Implementing the Common Core Standards. Arizona Association of Mathematics Teachers. Phoenix, Arizona.

Carlson, Marilyn P. (2012). Foundational Knowledge for Understanding Key Ideas of Beginning

Calculus: The Role of Quantitative and Covariational Reasoning. The University of Melbourne; Melbourne, Australia.

Teuscher, D., Moore, K. C., & Carlson, M. P. (2012). Decentering: A lens for examining teacher

focus on students' mathematical thinking and teacher questioning. Paper presented at the 16th Annual Conference of the Association of Mathematics Teacher Educators (AMTE), Fort Worth, TX.

Marfai, F. S. & Carlson, M. (2014). Interactions between Teachers’ Goals and Mathematical

Knowledge for Teaching.

Invited Colloquium (Ohio State Math Department, University of Arkansas Math Department, Kent State Math Department and Ohio State Math Department)

Carlson, Marilyn P. (2015). Title: Preparing Future Mathematicians to Transform Undergraduate

Mathematics Curriculum and Instruction. : Khdm Conference: Challenges for Research and for the Dialogue between Mathematics and Didactics of Mathematics”. Oberwolfach Research Institute-Walke, Germany (2015).

Carlson, Marilyn P. (2016). Theoretical Foundations for Conducting Design Research in

Precalculus to Calculus Learning, Cultivating New Researchers on the Frontier of Research in Undergraduate Mathematics Education, University of Oklahoma.

Carlson, Marilyn P. (2016). Leveraging Research on Learning Mathematics to Advance Student

Learning Using Online Instructional Resources and Assessments, Fields Institute, Special Conference, Toronto, Ontario

Carlson, Marilyn P. (2016). MAA Workshop: Precalculus to Calculus: Insights &

Recommendations: Instruction and Placement in Algebra and Precalculus University of St. Thomas, Saint Paul, MN

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Carlson, Marilyn P. (2016). Understanding and Advancing Undergraduate Mathematics

Instructors’ Mathematical and Pedagogical Content Knowledge. khdm Conference: Didactics of Mathematics in Higher Education as a Scientific Discipline. Schloss Herrenhausen, Hannover (2016).

Sponsored Graduate Research Assistants Trent Buskirk (spring 1997 and summer 1997) Christine Gaster (summer 1997–summer 1999) Michelle McClellan (summer 1998–fall 1999) Sally Jacobs (summer 1999, spring 2000, summer 2000) Ted Coe (summer 1999, fall 1999). Sean Larsen (spring 2000, summer 2000, fall 2000) Karen Platt (fall 2002, spring 2003) Vicki Lancaster (fall 2003) Nicole Engelke (fall 2001–2006) Jenifer Bohart (fall 2004) Jeffrey Rodel (fall 2004, spring 2005) Vicki Sealey (fall 2004, spring 2005, summer 2005) David Smith (fall 2004, spring 2005, summer 2005) Andrew Burch (fall 2004, spring 2005, summer 2005) Kristina Burch (fall 2004, spring 2005, summer 2005) Sam Peterson (fall 2004, spring 2005, summer 2005) David Dwork (fall 2004, spring 2005) Nicole Infante (fall 2004, spring 2005, summer 2005) Kacie Koch (fall 2004 – current) Christina Miller (spring 2005)

Alejandro Alvarado (spring 2005, summer 2005, fall 2005) Arlene Evangelista (summer 2005, fall 2006) David King (summer 2005, spring 2006) Cristi Guevara (summer 2005, fall 2005, spring 2006, summer 2006) Guillermo Mendez (summer 2005, fall 2005, spring 2006, summer 2006) Nathan Hisamura (summer 2005 – fall 2007) Judy Sutor (fall 2005 – current)

Carlos Castillo-Garsow (summer 2006) Katerina Panagiotou (summer 2006, fall 2006)

Joshua McDaniel (summer 2006 – summer 2007) Manuel Garay (fall 2006 – summer 2007)

Angela Nieves Ortiz (fall 2006 – spring 2008) Kate Holmes (fall 2007–2009) Linda Agoune (summer 2008–summer, 2010) Carla Stroud (summer 2008–2010) Frank Marfi (fall 2009-spring 2010) David Fishman (fall 2009-spring 2010) Stacey Bowling (fall 2006 – spring 2010) Kevin Moore (fall 2006 –summer 2010) Eric Weber (spring 2009 – 2010) Kathryn Underwood (fall 2009 – spring 2012) Bethany Fowler (fall 2012 – spring, 2013) Michael Tallman (fall 2011 – fall 2014) Ben Whitmire (summer 2014 – fall 2015) Jeff Chapin (summer 2014 – spring 2015) Grant Sander (summer 2014 – spring 2016)

Ph.D. Students (Major Advisor) Ph.D. Sally Jacobs (completed, 5-02) Ph.D. Sean Larsen (completed, 3-04)

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Ph.D. Trey Cox (completed, 3-05) Ph.D. Nicole Engelke (completed, 5-07)

Ph.D. Nanci Smith (completed, 5-08) Ph.D. April Strom (completed, 5-08)

Ph.D. Irene Bloom (completed, 12-08) Ph.D. Kevin Moore (completed, 7-10) Ph.D. Stacey Bowling (5-15)

Ph.D. Michael Tallman (12-15) Ph.D. Kathryn Underwood (candidate) Ph.D. Frank Marfai (5-16) Grant Sander Alan O’Bryan Ashley Duncan Emily Kuper Member of Ph.D. Committees

Ph.D. Kwansik Rho, Department of Educational Media and Computers, College of Education (completed, June, 1999)

Abbas Johari, Department of Educational Media and Computers, College of Education (completed, February, 1998)

Ph.D. Aisling Levy, Curriculum and Instruction, College of Education (2000) Ph.D. James Viscich, Curriculum and Instruction, College of Education (2001) Ph.D. Turuni de Silva, Curriculum and Instruction, College of Education (2002) Ph.D. Philip Clark, Mathematics and Statistics (2005) Ph.D. Scott Adamson, Curriculum and Instruction (2005) Ph.D. Mark Burtch, Curriculum and Instruction (2005) Ph.D. Sharon Whitehead, Curriculum and Instruction (2006) Ph.D. Jessica Knapp, Mathematics and Statistics (2006) Ph.D. Vicky Sealey, Mathematics and Statistics (2008) Ph.D. Edward Coe, Curriculum and Instruction (2008)

Ph.D. Judy Sutor (2010) Ph.D. Carlos Castillo-Chavez (2010) Ph.D. Ana Lage (2010) Ph.D. Arlene Evangelista (candidate) Ph.D. Eric Weber (2012) Ph.D. Linda Agoune Ph.D. Michael Mcallister Ph.D. Cameron Byerley (summer, 2016) Ph.D. Krysten Pampel Ph.D. Surani Joshua Ph.D. Neil Hatfield Member of Master’s Thesis Committees

MNS Sarah Neering, Mathematics and Statistics (completed, December, 2007) MNS Jamie Vergari, Mathematics and Statistics (completed, December, 2007) MNS Trudy Thompson, Mathematics and Statistics (completed, May, 2007) MNS Michael Decker, Mathematics and Statistics (completed, August, 2006) MNS Juby Nadakapadam, Mathematics and Statistics (completed, May, 2008) MNS Sydney Lewis, Mathematics and Statistics (completed, August, 2008) MNS Rachel Powell, major advisor, Mathematics and Statistics (completed, May, 2010) Master’s, Russell Denison, major advisor, Mathematics and Statistics

Synergistic Activities Developed and led teaching assistant workshops and weekly teaching assistant seminars,

University of Kansas, 1992–1995; Arizona State University 1995–1998

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ACEPT Co-PI. Developed SMET integrated projects for college and intermediate algebra and led the integration of these projects into the course instruction for 3,000 students, ASU, 1995–1998

Devised conceptually based curricular modules for two pre-service secondary mathematics methods courses. Instructed these courses using the new curricular materials, 1999, 2000

Led the development of a Ph.D. concentration in mathematics education in the Department of Mathematics at Arizona State University and developed two new courses for the program, 1997–1998

Conducted over 25 workshops for in-service secondary teachers and community college faculty during the past five years; have given over 40 invited talks related to teaching and learning, 1998–current

Led the development of a master’s program for in-service secondary mathematics teachers, 2003-2004

Developed, organized and taught six summer workshops/graduate courses for secondary mathematics teachers, 1998–2004. Led workshops with secondary mathematics teachers (summer 2008-2010)

Professional Development and Outreach with 7 secondary schools, (summer, 2011). Held a series of 4 week-long worksheets as part of scaling up the Pathways Precalculus Professional Development Model for the Pathways Phase II grant. Professional Development and Outreach with 7 secondary schools, (summer, 2012, 2013, 2014, 2015). Held a series of 6 (week-long worksheets) as part of scaling up the Pathways Precalculus Professional Development Model for the Pathways Phase II grant.

Teaching and Instructional Design

Taught high school geometry, programming in BASIC, precalculus and beginning calculus (1979–1983) Taught computer science courses at University of Kansas: Discrete Mathematics, Theory of Computing, Programming in Pascal, Introductory Automata Theory (1988–1991) Taught Calculus I, Calculus II, Calculus III, Discrete Mathematics, Precalculus (1991–1994)

Developed new course modules (with ACEPT funding): Methods of Teaching Mathematics in the Secondary Schools I (MTE 482); Methods of Teaching Mathematics in the Secondary Schools II (MTE 494) (1998–1999)

Developed two new graduate courses on research in undergraduate mathematics (1997–1998)

Taught Research in Undergraduate Mathematics Education I and II (1997–1998, 1999–2000, 2003–2004) Taught Research in Undergraduate Mathematics Education III (2008).

Taught Calculus I (1999–2002) (Developed, researched and refined curricular modules for Calculus I as part of my NSF CAREER research project)

Taught Methods of Teaching Secondary Mathematics I and II (1998–2004)

Co-developed and taught (with David Hestenes) Mathematics and Physics Workshop for High School Teachers: Experiments, Models, and Experimenting with Models. (June, 2002)

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Developed and taught Calculus Concepts with Maple as a graduate course to Maricopa Community College faculty (2003) Co-developed and taught (with Michael Oehrtman) Workshop on Knowing and Learning of Calculus for High School Teachers (summer 2003) Taught Research in Undergraduate Mathematics I (fall 2003) Taught Research in Undergraduate Mathematics Education II (spring 2004) Co-developed and taught: Functions: Mathematical Tools for Scientists (spring 2006) Co-developed and taught: Functions and Modeling (fall 2006) Revised curriculum, co-led faculty workshop, and taught: Functions: Mathematical Tools for Science (fall 2006-current) Led Professional Learning Community (PLC) Research Group (fall 2006-current) Developed, taught & revised 4 course graduate sequence for secondary math and science teachers (Fall: 2005-current)

Awards and Distinctions Received Honors Distinction on Master’s thesis, University of Kansas (1987) Nominated for Excellence in Teaching Award at Arizona State University (1998–1999) Recipient of First Year Mathematics Faculty, Governor's Spirit of Excellence Award (1998) President’s Medal for Team Excellence in Improving First Year Mathematics Teaching and Learning (Awarded with Distinction) (2001) Served as a member of the National Research Council Panel: The Disciplinary Content Panel on the Advanced Study of Mathematics and Science in U.S. High Schools (2001)

Recipient of an NSF CAREER Award (1999–2004) Recipient of The Mathematical Association of America Selden Award for Research in Undergraduate Mathematics Education (2007) Member of the College Board Pre-AP Curriculum and Assessment Committee (2005) Recipient of the ASU Doctoral Mentoring Award, Arizona State University (2014)