Naneh Apkarian

Assistant Professor

School of Mathematical and Statistical Sciences

Assistant Professor

Education

Ph.D. Mathematics Education, San Diego State University and University of California San Diego, 2018 M.A. Mathematics, University of California San Diego, 2013 B.A. Mathematics, Pomona College, 2010

Apkarian CV Fall21.pdf (0 bytes)

Google Scholar URL

https://scholar.google.com/citations?user=GUVQ7iEAAAAJ

Publications

Williams, M., Apkarian, N., Uhing, K., Smith, W. M., Martinez, A., & Rasmussen, C. (2021). In the driver’s seat: Course coordinators as change agents for active learning in university Precalculus to Calculus 2. International Journal of Research in Undergraduate Mathematics Education. http://doi.org/10.1007/s40753-021-00153-w
Apkarian, N., Henderson, C., Stains, M., Raker, J. R., Johnson, E., & Dancy, M. H. (2021). What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors. PLOS ONE 16(2): e0247544. https://doi.org/10.1371/journal.pone.0247544
Apkarian, N., & Rasmussen, C. (2021). Instructional leadership structures across five university departments. Higher Education, 81(4), 865-887. https://doi.org/10.1007/s10734-020-00583-6. Available at https://rdcu.be/b5qY3 [Published online July 2020]
Pilgrim, M. E., Apkarian, N., Milbourne, H., & O’Sullivan, M. (2021). From rough waters to calm seas: The challenges and successes of building a GTA PD program. PRIMUS, 31(3-5), 594-607. https://doi.org/10.1080/10511970.2020.1793851 [Published online July 2020]
Goodchild, S., Apkarian, N., Rasmussen, C., & Katz, B. (2021). Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers. Journal of Mathematics Teacher Education, 24, 231-252. http://doi.org/10.1007/s10857-020-09456-2. Available at https://rdcu.be/b22nd [Published online March 2020]
Tabach, M., Rasmussen, C., Dreyfus, T., & Apkarian, N. (2020). Towards an argumentative grammar for networking: A case of coordinating two approaches. Educational Studies in Mathematics, 103(2), 139-155. https://doi.org/10.1007/s10649-020-09934-7. Available at https://rdcu.be/b1g44
Rasmussen, C., Apkarian, N., Tabach, M., & Dreyfus, T. (2020). Ways in which engaging in someone else’s reasoning is productive. Journal of Mathematical Behavior, 58, 100742.
Reinholz, D. L., Matz, R. M., Cole, R., & Apkarian, N., (2019). STEM is not a monolith: A preliminary analysis of variations in STEM disciplinary cultures and implications for change. CBE—Life Sciences Education, 18(4). https://doi.org/10.1187/cbe.19-02-0038
Voigt, M., Apkarian, N., Rasmussen, C., & Progress through Calculus Team. (2019). Undergraduate course variations in Precalculus through Calculus 2. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2019.1636148
Apkarian, N., Kirin, D., Gehrtz, J., & Vroom, K. (2021). Connecting the stakeholders: Departments, policy, and research in undergraduate mathematics education. PRIMUS, 31(1), 17-36. https://doi.org/10.1080/10511970.2019.1629135 (published online July 2019).
Apkarian, N., Tabach, M., Dreyfus, T., & Rasmussen, C. (2019). The Sierpinski smoothie: Blending area and perimeter. Educational Studies in Mathematics, 101(1), 19-34. https://doi.org/10.1007/s10649-019-09889-4. Available at https://rdcu.be/bqXod
Reinholz, D. L., Bradfield, K., & Apkarian, N. (2019). Using analytics to support instructor reflection on student participation in a discourse-focused undergraduate mathematics classroom. International Journal of Research in Undergraduate Mathematics Education, 5(1), 56-74. https://doi.org/10.1007/s40753-019-00084-7
Rasmussen, C., Apkarian, N., Hagman, J. E., Johnson, E., Larsen, S., Bressoud, D., & Progress through Calculus team. (2019). Characteristics of Precalculus through Calculus 2 programs: Insights from a national census survey. Journal of Research in Mathematics Education, 50(1), 98-112. https://doi.org/10.5951/jresematheduc.50.1.0098
Apkarian, N., Bowers, J., O’Sullivan, M. E., & Rasmussen, C. (2018). A case study of change in the teaching and learning of Precalculus to Calculus 2: What we’re doing with what we have. PRIMUS, 28(6), 528-549. https://doi.org/10.1080/10511970.2017.1388319
Reinholz, D. L., & Apkarian, N. (2018). Four frames for systemic change in STEM departments. International Journal of STEM Education, 5(3), 1-10. https://doi.org/10.1186/s40594-018-0103-x
Dinsdale, E.A., Edwards, R.A., Bailey, B.A., Tuba, I., Akhter, S., McNair, K., Schmieder R., Apkarian, N., Creek, M., Guan, E., Hernandez, M., Isaacs, K., Peterson, C., Regh, T., & Ponomarenko, V. (2013) Multivariate analysis of functional metagenomes. Frontiers: Genetics, 4(41). https://doi.org/10.3389/fgene.2013.0004

Teaching Website URL

https://www.nanehapkarian.com/

Courses

2022 Summer

Couse Number	Course Title
MTE 792	Research

2022 Spring

Couse Number	Course Title
MTE 792	Research
MTE 590	Reading and Conference
MTE 784	Internship
MAT 170	Precalculus
MTE 792	Research

2021 Spring

Couse Number	Course Title
MTE 792	Research
MAT 170	Precalculus
MTE 590	Reading and Conference

2021 Fall

Couse Number	Course Title
MTE 792	Research
MTE 598	Special Topics

2020 Fall

Couse Number	Course Title
MAT 207	Algebra and Geometry in the HS
MTE 210	Mentored Tutoring Internship

Expertise Areas

Mathematics Education