Current Projects

Open-Source College Algebra Course
Role: Primary Investigator
Status: Revise and resubmit NSF grant to analyze and improve current version of the course, then disseminate for mutli-institution data collection.

Components:

  • Open-source homework system (made possible through the Ximera project);
  • Organization of content around concepts, not procedures, to promote coherence and content retention (grounded in theoretical framework APOS Theory);
  • Open-source content resources integrated with homework;
  • Dynamic, computer-generated multiple-choice diagnostic assessments linked to common student thinking;
  • Large-scale (~800 students annually) mastery-based grading scheme with minimal TAs.

Papers: 

  • Chamberlain Jr., D. & Jeter, R. (accepted Feb 2020). Creating diagnostic assessments: Automated distractor generation with integrity. 
    Revised and resubmitted January 2020 to the Journal of Assessment in Higher EducationPreprint
  • Chamberlain Jr., D. (TBD). How one instructor can teach a large-scale, mastery-based College Algebra course. 
    Drafting for first submission February 2020 to Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS).
  • Chamberlain Jr., D. & Jeter, R. (2019). Leveraging cognitive theory to create large-scale learning tools.
    In Proceedings of Annual Conference on Research in Undergraduate Mathematics Education, March 2019, pages 741-747.

Presentations: 

  • Chamberlain Jr., D. (2020). Mastery-based assessment in a large-enrollment online College Algebra course.
    Joint Mathematics Meeting, January 2020.
  • Chamberlain Jr., D. & Jeter, R. (2019). Leveraging cognitive theory to create large-scale learning tools. 
    Annual Conference on Research in Undergraduate Mathematics Education, March 2019.
  • Chamberlain Jr., D. & Jeter, R. (2018). A novel method for creating assessment and diagnostic tools in the classroom.
    MAA Southeastern Sectional Meeting, March 2018.

PRIUM (Promoting Research in Undergraduate Mathematics)
Role: Additional Investigator – data analysis; workshop speaker & participant.
Status: 4th year of NSF grant 1624970

Research Questions:

  • How do mathematicians make use of a RUME-based model for assessing proof in their instruction?
  • What impact does this approach have on student understanding of proof made evident by the extent to which students demonstrate a qualitative understanding of the local and global concepts of proofs?
  • How does this collaboration between mathematicians and mathematics educators impact professors’ attitudes toward implementing research-based methods of mathematics teaching and assessment?
  • What changes, if any, have the participating mathematics departments instituted as a result of this project over a three-year period?

Presentations I was involved in: 

  • Kemp, A., Chamberlain Jr., D., Cooley, L., Miller, V., & Vidakovic, D. (2020). Students self- and simulated peer-evaluation of proof comprehension: Tina.
    Annual Conference on Research in Undergraduate Mathematics Education, February 2020.

Flipping Calculus I at the University of Florida
Role: Collegiate Education Research Expert
Status: Dissemination of results

Papers I was involved in:

  • Chamberlain Jr., D., Grady, A., Keeran, S.,Knudson, K., Manly, I., Shabazz, M., Stone, C., & York, A.(2020). Transition to an active learning environment for Calculus at the University of Florida.
    Accepted October 2019 in Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS). Preprint.

Presentations I was involved in:

  • Chamberlain Jr., D., Grady, A., Keeran, S.,Knudson, K., Manly, I., Shabazz, M., Stone, C., & York, A. (2020) Active Calculus at the University of Florida. 
    Joint Mathematics Meeting, January 2020.

Student Understanding of Proof by Contradiction (Dissertation work)
Role: Primary Investigator
Status: Dissemination of Results

Journal Articles:

  • Chamberlain Jr., D. & Vidakovic, D. (Submitted Feb 2020). Students’ cognitive development of proof by contradiction in a transition-to-proof course. Journal of Mathematical Behavior. 
  • Chamberlain Jr., D. & Vidakovic, D. (TBD). Using APOS Theory and the ACE Teaching Cycle in a Transition-to-Proof Course.
    In preparation for International Journal of Research in Undergraduate Mathematics Education.
  • Chamberlain Jr., D. & Vidakovic, D. (TBD). Tasks to improve students’ understanding of proof by contradiction.
    In preparation for Problems, Resources, and Issues in Mathematics Undergraduate Studies.

Conference Proceedings:

  • Chamberlain Jr., D.* & Vidakovic, D. (2018). Developing proof comprehension and proof by contradiction through logical outlines.
    Paper presented at the 21st Annual Conference on Research in Undergraduate Mathematics Education: SIGMAA on RUME. Paper
  • Chamberlain Jr., D.* & Vidakovic, D. (2017). Developing student understanding: The case of proof by contradiction.
    Paper presented at the 20th Annual Conference on Research in Undergraduate Mathematics Education: SIGMAA on RUME. Paper
  • Chamberlain Jr., D.* & Vidakovic, D. (2016). Use of strategic knowledge in a mathematical bridge course: Differences between an undergraduate and graduate student.
    Paper presented at the 19th Annual Conference on Research in Undergraduate Mathematics Education: SIGMAA on RUME. Paper