Research

Peer-Reviewed Journal Articles

Gerami, S., Khiu, E., Mesa, V., Judson, T. (2024). Conceptions of spans in linear algebra: From textbook examples to student responses. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-024-10306-8 

Gerami, S., Mesa, V., Chamberlain, L. & Quiroz, C. (2023). Role of Textbook for Supporting Instruction with Inquiry: Case of Active Calculus. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2023.2197904.

Liakos, Y., Gerami, S., Mesa, V., Judson, T., & Ma, Y. (2021). How an inquiry-oriented textbook shaped a calculus instructor’s planning. International Journal of Mathematical Education in Science and Technology. 1-20. https://doi.org/10.1080/0020739X.2021.1961171

Mesa, V., Ma, Y., Quiroz, C., Gerami, S., Liakos, Y., Judson, T., & Chamberlain, L. (2021). University instructors’ use of questioning devices in mathematics textbooks: An instrumental approach. ZDM–Mathematics Education, 53(6), 1299-1311.

Gerami, S., Leckrone, L., & Mesa, V. (2020). Exploring instructor questions in community college algebra classrooms and its connections to instructor knowledge and student outcomes. MathAMATYC Educator, 11(3), 34-39.

Lim, D., Kimani, P., Duranczyk, I., Watkins, L., Gerami, S., Breit-Goodwin, M., & Cawley, A. (2020). Connecting across representations in community college algebra: lessons from the classroom. MathAMATYC Educator, 12(1), 12-20.

Book Chapters

Mali, A., Gerami, S., Ullah, A., & Mesa, V. (2019). Teacher questioning in problem solving in community college algebra classrooms. In P. Felmer, P. Liljedahl, & B. Koichu (Eds.), Problem Solving in Patagonia (pp. 317-335). Dordrecht, The Netherlands: Springer.

Selected Conference Talks

Gerami, S. (2023, August). Framing of and use of representations in instructional tasks for introducing derivatives symbolically with inquiry. MAA MathFest 2023. Tampa, Florida. 

Khiu, E., Gerami, S., Mesa, V., & Judson, T. (2023, August). From examples to student responses in an interactive linear algebra textbook: Conceptions of spanning sets. MAA MathFest 2023. Tampa, Florida.

Gerami, S. , Lim, S. L., & Mesa, V. (2023, July). Undergraduate Students’ Use of Interactive Mathematics Textbooks: A Study of User’s Action Paths. CERME13. Budapest, Hungary. 

Mesa, V., Khiu, E., Gerami, S., & Judson, T. (2023, July). Conceptions of Spanning Sets and Linear Independence Emerging from Examples and Student Responses to Reading Questions in an Interactive Linear Algebra Textbook. CERME13. Budapest, Hungary. 

Gerami, S. (2023, February).  Calculus I Instructors’ Use of Representations in Instructional Tasks: Introducing Derivatives with Inquiry. Research in Undergraduate Mathematics Education (SIGMAA-RUME). Omaha, NE.

Gerami, S. (2023, January). Ordering representations for introducing derivatives with inquiry via instructional tasks. JMM 2023. Boston, MA.

Gerami, S. (2022, August). Utilization of representations in introducing differentiation to calculus I students when teaching with inquiry. MAA MathFest 2022. Philadelphia, PA.

Gerami, S., Mesa, V., Hu, Q. D. (2022, July). Student Challenges in Abstract Algebra: How Do Instructors React and Respond?. The 45th Conference of the International Group for the Psychology of Mathematics Education (PME). Alicante, Spain.

Quiroz, C., Gerami, S., Mesa, V. (2022, February). Students’ utilization schemes of questioning devices in undergraduate mathematics dynamic textbooks. European Society for Research in Mathematics Education Conference (CERME12), virtual, Bolzano, Italy.

Gerami, S. (2022, February). Decisions, decisions: Mathematics instructors’ decision-making about content and pedagogy when teaching with IBL. Research in Undergraduate Mathematics Education (SIGMAA-RUME), Boston, Massachusetts.

Gerami, S., Mesa, V., & Liakos, Y. (2021, July). Using an inquiry-oriented calculus textbook to promote inquiry: a case in university calculus. The 44th Conference of the International Group for the Psychology of Mathematics Education (PME). Khon Kaen, Thailand: Khon Kaen University and Technion, Israel Institute of Technology.

Research on Teaching Mathematics in Undergraduate Settings Research Group (RTMUS), Mesa, V., & Gerami, S. (2021, July). Teaching and learning with dynamic textbooks: Studying student uses at scale. International Congress on Mathematical Education (ICME-14), Shanghai, China.

Gerami, S., & Mesa, V. (2020, February). Investigating instructors’ perceptions of IBL: A systemic functional linguistic approach. Research in Undergraduate Mathematics Education (SIGMAA-RUME), Boston, Massachusetts.

Mesa, V., Gerami, S., & Liakos, Y. (2020, February). Exploring the relationship between textbook format and student outcomes in undergraduate mathematics courses. Research in Undergraduate Mathematics Education (SIGMAA-RUME), Boston, Massachusetts.

Lim, D., & Gerami, S. (2019, November). Connecting across representations in algebra instruction. AMATYC Annual Conference, Milwaukee, Wisconsin.

Gerami, S., & Mesa, V. (2019, June). What do you mean when you say IBL? A systemic functional linguistic approach. National Inquiry-Based Learning and Teaching Conference, Sheraton Denver Downtown Hotel, Denver, Colorado.

Leckrone, L., Gerami, S., & Mesa, V. (2019, March). Exploring the impact of instructor questions in community college algebra classrooms. Research in Undergraduate Mathematics Education (SIGMAA-RUME), Renaissance Oklahoma City Convention Center Hotel, Oklahoma City, Oklahoma.

Gerami, S. (2019, March). Teacher intellectual risk-taking: towards student-centered mathematics classroom. Graduate Student Community Organization (GCSO) Graduate Student Conference, University of Michigan, Ann Arbor, Michigan.

Poster Presentations

Lim, S. Q., Gerami, S., Mesa, V. (2022, April). Students’ and instructors’ use of dynamic textbooks in undergraduate mathematics courses: A study of self-narrations with viewing data. Undergraduate Research Opportunity Program (UROP) Symposium, University of Michigan.

Hu, Q. D., Gerami, S., Mesa, V. (2022, April). Student challenges in linear and abstract algebra: what do students and their instructors do?. Undergraduate Research Opportunity Program (UROP) Symposium, University of Michigan.

NSF-funded Projects

UTMOST 1-3: Undergraduate Teaching and Learning Mathematics with Open Software and Textbooks | Research Assistant | Principal Investigators: Robert Beezer, Thomas Judson, Vilma Mesa, Vilma Mesa, David Farmer, Susan Lynds, Kent Morrison

Algebra Instruction @ Community College (AI@CC) | Research Assistant | Principal Investigators: Laura Watkins, Vilma Mesa, Irene Duranczyk, April Ström, Nidhi Kohli

Developing the Theory of Communicating Mathematically Across Student Differences in the Work of Teaching | Research Apprentice | Principal Investigators: Deborah Ball, Maisie Gholson, Mark Hoover

Grant Writing

Proposal title: Inquiry Tasks for tEAching Calculus at Hispanic-Serving Institutions (I-TEACH-SÍ).  Co-authored with Patricio Herbst and Vilma Mesa for Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR), National Science Foundation (NSF). 

Proposal title: Mathematics, Equity, and Inquiry-based Learning (ME&IBL): Toward an empirical characterization of its variability. Co-authored a proposal with Patricio Herbst, Vilma Mesa, and Mollee Shultz for Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR), National Science Foundation (NSF).