Aaron Weinberg

Professor, Mathematics
School: School of Humanities and Sciences

Publications

Peer-Reviewed Papers

  • Weinberg, A. & Jones, S., & Tallman, M. (In Preparation). A model for designing intellectual need-provoking tasks.

  • Weinberg, A., Corey, D., Tallman, M., & Martin, J. (In Preparation). Student learning from instructional calculus videos.

  • Weinberg, A., Martin, J., & Tallman, M. (In Preparation). Signal types and attention in instructional videos.

  • Weinberg, A., Martin, J., & Tallman, M. (Submitted). Attentive fidelity: An analytical construct for examining students’ attentive behavior while viewing instructional videos. Educational Studies in Mathematics.

  • Fulmer, E. F., Dobbs, C., Weinberg, A., & Wiesner, E. (2022). Disciplinary Literacy, Agency, and Didactical Texts: Findings From a Calculus Textbook Think Aloud Study. Reading Psychology, 43 (8), 628-659. doi:10.1080/02702711.2022.2126048

  • Weinberg, A., Corey, D., Jones, S., Tallman, M., & Martin, J. (2022). Observing intellectual need and its relationship with undergraduate students’ learning of calculus. International Journal of Research in Undergraduate Mathematics Education. doi:10.1007/s40753-022-00192-x

  • Weinberg, A., Wiesner, E., & Fulmer, E. F. (2022). Didactical disciplinary literacy in mathematics: Making meaning from textbooks. International Journal of Research in Undergraduate Mathematics Education. doi:10.1007/s40753-022-00164-1

  • Wiesner, E., Weinberg, A., Fitts-Fulmer, E., & Barr, J. (2020). The roles of textual features, background knowledge, and disciplinary expertise in reading a calculus text- book. Journal for Research in Mathematics Education, 51 (2), 204-233. doi: 10.5951/jresematheduc-2020-0020

  • Weinberg, A., & Thomas, M. (2018). Student learning and sense-making from video lectures. International Journal of Mathematical Education in Science and Technology 49(6), 922-943. doi:10.1080/0020739X.2018.1426794

  • Weinberg, A., Dresen, J., & Slater, T. (2016). Students’ understanding of algebraic notation: A semiotic systems perspective. Journal of Mathematical Behavior, 43, 70-88. doi:10.1016/j.jmathb.2016.06.001

  • Weinberg, A., Wiesner, E., & Fukawa-Connelly, T. (2016). Mathematics lectures as narratives: Insights from network graph methodology. Educational Studies in Mathematics, 91(2), 203-226. doi:10.1007/s10649-015-9663-6

  • Weinberg, A., Fukawa-Connelly, T., & Wiesner, E. (2015). Characterizing instructor gestures in a proof-based mathematics lecture. Educational Studies in Mathematics 90 (3), 233-258. doi:10.1007/s10649-015-9623-1

  • Weinberg, A., Wiesner, E., & Fukawa-Connelly, T. (2014). Students’ sense-making practices in a proof-based mathematics lecture. Journal of Mathematical Behavior, 33, 168-179. doi:10.1016/j.jmathb.2013.11.005

  • Weinberg, A., Wiesner, E., Benesh, B., & Boester, T. (2012) Undergraduate students' self-reported use of mathematics textbooks. PRIMUS 22 (2), 152-175. doi:10.1080/10511970.2010.509336

  • Weinberg, A. & Wiesner, E. (2011) Understanding mathematics textbooks through reader-oriented theory. Educational Studies in Mathematics 76 (1), 49-63. doi:10.1007/s10649-010-9264-3

  • McNeil, N., Weinberg, A., Stephens, A., Hattikudur, S., Asquith, P., Knuth, E., & Alibali, M. (2010). A is for apple: Mnemonic symbols hinder students’ interpretation of algebraic expressions. Journal of Educational Psychology 102 (3), 625-634. doi:10.1037/a0019105

  • Weinberg, A., Wiesner, E., & Pfaff, T. (2010). Using informal inferential reasoning to develop formal concepts. Journal of Statistics Education 18(2). (Link)

  • Pfaff, T., & Weinberg, A. (2009). Do hands-on activities increase student understanding?: A case study. Journal of Statistics Education 17(3). (Link)

  • Knuth, E., Alibali, M., McNeil, N., Weinberg, A., & Stephens, A. (2005). Middle school students’ understanding of core algebraic concepts: Equality & variable. Zentralblatt für didaktik der mathematik (International reviews on mathematical education), 37(1), 68-76. doi:10.1007/BF02655899

  • Loepp, S., & Weinberg, A. (2001). Generic formal fibers of polynomial rings. Journal of pure and applied algebra, 163(1), 93-106. doi:10.1016/S0022-4049(00)00126-2

Peer-Reviewed Conference Proceedings

  • Weinberg, A., & Tallman, M., & Jones, S. (2023). Theoretical considerations for de- signing and implementing intellectual need-provoking tasks. In Cook, S., Katz, B., & Moore-Russo, D. (Eds.). Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (pp. 884-894). Omaha, NE: University of Nebraska-Omaha.

  • Corey, D., Weinberg, A., & Tallman, M. (2022). Observing intellectual need in online instructional tasks. In Karunakaran, S. S. & Higgins, A. (Eds.). Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education (pp. 135-142). Boston, MA: Boston University.

  • Weinberg, A., & Jones, S. (2022). A framework for designing intellectual need-provoking tasks. In Karunakaran, S. S. & Higgins, A. (Eds.). Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education (pp. 893-901). Boston, MA: Boston University.

  • Weinberg, A., Tallman, M., & Martin, J., (2021) The effects of instructors and student activity in learning from instructional calculus videos. In Olanoff, D., Johnson, K., & Spitzer, S. (Eds.). Proceedings of the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1733-1737). Philadelphia, PA.

  • Weinberg, A., & Jones, S. (2020). A theorization of learning environments to support the design of intellectual need-provoking tasks in introductory calculus. In Karunakaran, S. S., Reed, Z., & Higgins, A. (Eds.). Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education (pp. 778-786). Boston, MA: Boston University.

  • Weinberg, A., Tornai, J., Thomas, M., Martin, J., Tallman, M., & Newman, K. (2019). Students’ attentive fidelity for calculus instructional videos. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C.,& Munter, C. (Eds.). Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 955-960) St. Louis, MO: University of Missouri.

  • Weinberg, A., Martin, J., Thomas, M., & Tallman, M. (2018). Failing to rewind: Students’ learning from instructional videos. In Hodges, T. E., Roy, G. J., & Tyminski, A. M. (Eds.). Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1263-1266) Greenville, SC: University of South Carolina & Clemson University.

  • Weinberg, A., Fitts Fulmer, E., Wiesner, E., & Barr, J. (2018). Didactical disciplinary literacy. In Weinberg, A., Rasmussen, C., Rabin, J., Wawro, M., & Brown, S. (Eds). Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 1261-1269). San Diego, CA.

  • Wiesner, E., Weinberg, A., & Barr, J. (2017). Expert vs. novice reading of a calculus textbook: A case study comparison. In Weinberg, A., Rasmussen, C., Rabin, J., Wawro, M., & Brown, S. (Eds). Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1018-1025). San Diego, CA.

  • Weinberg, A., Wiesner, E., & Barr, J. (2016). Sense-making practices of expert and novice readers. In M. B. Wood, E. E. Turner, M. Civil, \& J. A. Eli (Eds.), Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 97-104). Tucson, AZ, The University of Arizona.

  • Weinberg, A., & Thomas, M. (2016). Students’ sense-making practices for video lectures. Accepted for publication in Proceedings of the 19th Conference on Research in Undergraduate Mathematics Education. Pittsburgh, PA: West Virginia University.

  • Weinberg, A., Wiesner, E., & Fukawa-Connelly, T. (2015). The narrative structure of mathematics lectures. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1306- 1313. 

  • Weinberg, A. (2014) Characteristics of students’ probabilistic reasoning in a simulation-based statistics course. In Makar, K., de Sousa, B., & Gould, R. (Eds.) Proceedings of the 9th International Conference on Teaching Statistics. International Association for Statistical Education.

  • Weinberg, A. (2014) Exploring students’ ways of thinking about sampling distributions. Proceedings of the 17th Conference on Research in Undergraduate Mathematics Education. Denver, CO: Northern Colorado University.

  • Weinberg, A., Wiesner, E., & Fukawa-Connelly, T. (2013). Students' sense-making in mathematics lectures. Proceedings of the 16th Conference on Research in Undergraduate Mathematics Education 2: 686-689. Denver, CO: Northern Colorado University. (Link)

  • Fukawa-Connelly, T., Wiesner, E., & Weinberg, A. (2013). Opportunity to learn from mathematics lectures. Proceedings of the 16th Conference on Research in Undergraduate Mathematics Education 2: 699-703. Denver, CO: Northern Colorado University. (Link)

  • Fukawa-Connelly, T., Weinberg, A., Wiesner, E., Berube, S., & Gray, K. (2012). Student note taking behavior in proof-based mathematics classes. Proceedings of the 15th Conference on Research in Undergraduate Mathematics Education. Portland, OR: Portland State University. (Link)

  • Weinberg, A., Wiesner, E., & Fukawa-Connelly, T. (2012). A framework for analyzing mathematics lectures. In L. R. Van Zoest, J. Lo, \& J. L. Kratky (Eds.), Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 383-386. (Link)

  • Weinberg, A. (2010). The implied reader in calculus textbooks. In P. Brosnan, Erchick, D., & Flevares, L. (Eds.), Proceedings of the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 6, 105-113. (Link)

  • Weinberg, A. (2009). Students' Mental Models For Comparison Word Problems (2009). In S. L. Sward, D. W. Stinson, & S. Lemons-Smith (Eds.),  Proceedings of the 31st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 5, 709-717. (Link)

Refereed Conference Proceedings (Peer-Reviewed Proposals)

  • Noll, J., Weinberg, A., Hancock, S., & Simpson, S. (2011). Exploring New Approaches to Statistics Instruction: An Investigation of Students Developing Conceptions of Sampling Distributions and the Relationship to Statistical Inference. The 7th Conference of The International Collaboration for Research on Statistical Reasoning, Thinking, and Literacy. Texel, The Netherlands: Utrecht University.

  • Weinberg, A. (2010). Undergraduate students' interpretations of the equals sign. Proceedings of the 13th Conference on Research in Undergraduate Mathematics Education. Raleigh, NC: North Carolina State University. (Link) 

  • Weinberg, A. (2009). Reading models and model readers. In Proceedings of the 12th Conference on Research in Undergraduate Mathematics Education. Raleigh, NC: North Carolina State University. (Link)

  • Weinberg, A. (2007). New perspectives on the student-professor problem. In T. Lamberg & L. Wiest (Eds.), Proceedings of the 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 164-170. (Link)

  • Weinberg, A. (2004). A semiotic framework for variables. In D. E. McDougall & J. A. Ross (Eds.). Proceedings of the 26th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1, 284-295. (Link)

Posters (Peer-Reviewed Proposals)

  • Investigating Student Learning and Sense-Making from Instructional Calculus Videos. Twenty-First Annual Meeting of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education. San Diego, CA, February 2018.
  • Instructor Gestures in Proof-Based Mathematics Lectures. 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL, November 2013.
     
  • Hands-On Activities For Developing Statistical Intuition. United States Conference on Teaching Statistics. Columbus, Ohio, June, 2009.
     
  • Undergraduates' Use of Mathematics Textbooks, with B. Benesh, T. Boester & E. Wiesner. 28th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Merida, Mexico, November 2006.
     
  • Children's Prior Knowledge of Letters Influences the Interpretation of Algebraic Expressions, with N. McNeill, M. Alibali & E. Knuth. Society for Research in Child Development Biennial Meeting. Atlanta, GA, April 2005.

CONFERENCE PROCEEDINGS (EDITOR)

  • Weinberg, A., Moore-Russo, D., Soto, H., & Wawro, M. (Eds.). (2019). Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education. Oklahoma City, OK

  • Weinberg, A., Rasmussen, C., Rabin, J., Wawro, M., & Brown, S. (Eds.). (2018). Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA.

  • Weinberg, A., Rasmussen, C., Rabin, J., Wawro, M., & Brown, S. (Eds.). (2017). Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA.

OTHER PUBLICATIONS

  • Weinberg, A. & Martin, J. (2020). Creating and using videos for teaching math: Suggestions from the field. MAA FOCUS, 40(4), pp. 20-23.

  • Hauk, S., Weinberg, A., & Murphy, T. J. (2017, December). Making RUME for improving mathematics teaching and learning. MAA FOCUS, 37(6), pp. 12-14.