OpenSource College Algebra Course
Role: Primary Investigator
Status: Revise and resubmit NSF grant to analyze and improve current version of the course, then disseminate for mutliinstitution data collection.
Components:
 Opensource 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);
 Opensource content resources integrated with homework;
 Dynamic, computergenerated multiplechoice diagnostic assessments linked to common student thinking;
 Largescale (~800 students annually) masterybased 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 Education. Preprint  Chamberlain Jr., D. (TBD). How one instructor can teach a largescale, masterybased 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 largescale learning tools.
In Proceedings of Annual Conference on Research in Undergraduate Mathematics Education, March 2019, pages 741747.
Presentations:
 Chamberlain Jr., D. (2020). Masterybased assessment in a largeenrollment online College Algebra course.
Joint Mathematics Meeting, January 2020.  Chamberlain Jr., D. & Jeter, R. (2019). Leveraging cognitive theory to create largescale 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 RUMEbased 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 researchbased methods of mathematics teaching and assessment?
 What changes, if any, have the participating mathematics departments instituted as a result of this project over a threeyear period?
Presentations I was involved in:
 Kemp, A., Chamberlain Jr., D., Cooley, L., Miller, V., & Vidakovic, D. (2020). Students self and simulated peerevaluation 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 transitiontoproof course. Journal of Mathematical Behavior.
 Chamberlain Jr., D. & Vidakovic, D. (TBD). Using APOS Theory and the ACE Teaching Cycle in a TransitiontoProof 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