Research Produced by MLCL Members
Journal Articles
Johns, C. A., & Burks, L. C. (2022). A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors. International Journal of Research in Undergraduate Mathematics Education, 1-30.
Johns, C., Byerley, C., Moore-Russo, D., Rickard, B., Oien, J., Burks, L., James, C., Mills, M., Heasom, W., Ferreira, M., Mammo, B. (2021). Performance assessment for mathematics tutoring centres. Teaching Mathematics and its Applications, https://doi.org/10.1093/teamat/hrab032.
Mills, M., Rickard, B., & Guest, B. (2020). Survey of mathematics tutoring centres in the USA. International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2020.1798525
Johns, C. & Mills, M. (2020). Online mathematics tutoring during the COVID-19 pandemic: Recommendations for best practices, PRIMUS, DOI: 10.1080/10511970.2020.1818336
Rickard, B., & Mills, M. (2018). The effect of attending tutoring on course grades in Calculus I. International Journal of Mathematical Education in Science and Technology, 49(3), 341-354.
Rickard, B. & Mills, M. (2018) The effect of attending tutoring on course grades in Calculus I. International Journal of Mathematical Education in Science and Technology. 49(3), 341-354.
Books
Coulombe, G., O’Neil, M., Shuckers, M. (2016) QMaSC: A handbook for directors of quantitative and mathematics support centres. Lexington (KY): Neck Quill Press.
Grants
Mathematics Learning Resources Leadership Workshop, NSF $49,344, 2017-2019 (NSF # 2645086)
Dissertations
Carolyn Johns. The Ohio State University. Tutor Behaviors in Undergraduate Mathematics Drop-In Tutoring.
Katie Bjorkman. The Identities of Undergraduate Mathematics Peer Tutors within the Figured World of a Mathematics Learning Center
Conference Proceedings
RUME 2020
Byerley, C., James, C., Moore-Russo, D., Rickard, B. Mills, M., Heasom,W., Oien, J., Farthing, C., Burks, L., Ferreira, M., Mammo, B., Moritz, D. (2020) Characteristics and Evaluation of Ten Tutoring Centers.
Johns, C. (2020) Tutoring Beyond Show and Tell: An Existence Proof.
Pilgrim, M., Miller, E., Hill-Lindsay, S., Segal, R. (2020) Analyzing the Beliefs and Practices of Graduate and Undergraduate Mathematics Tutors.
Bjorkman, K., Nickerson, S. (2019) This is Us: An Analysis of the Social Groups Within a Mathematics Learning Center.
Burks, L., James, C. (2019) Mathematical Knowledge for Tutoring Undergraduate Mathematics.
Byerley, C., Moore-Russo, D., James, C., Johns, C., Rickard, B., Mills, M. (2019) Defining the Varied Structures of Tutoring Centers: Laying a Foundation for Future Research.
McDonald, C., Mills, M. (2019) Mathematics Tutors’ Perceptions of their Role.
Mills, M., Johns, C. Ryals, M. (2019) Peer tutors attending to student mathematical thinking.
Ryals, M., Johns, C., Mills, M. (2019) Undergraduate Mathematics Tutors and Students’ Challenges of Knowing-To Act
Byerley, C., Campbell, T., Rickard, B. (2018) Evaluation of Impact of Calculus Center on Student Achievement.
Tinsley, C., Rawlins, B., Moore-Russo, D., Savic, M. (2018) Math Help Centers: Factors that Impact Student Perceptions and Attendance.