Aaron Weinberg

Aaron Weinberg

Associate Professor, Department of Mathematics
Faculty, Graduate Study in Education
Faculty, School of Humanities and Sciences

Publications

Peer-Reviewed Papers

  • Weinberg, A., Wiesner, E., Benesh, B., & Boester, T. (2011) Undergraduate students' self-reported use of mathematics textbooks. PRIMUS. 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. (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)

 

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