Naneh Apkarian

Naneh Apkarian

Assistant Professor,
School of Mathematical and Statistical Sciences
Other ASU affiliations
Mathematics
  • Naneh.Apkarian@asu.edu
  • Phone: 602-496-2062
  • ‌
  • Mail code: 1804
    Campus: Tempe
  • ‌
Biography Research Teaching
Previous Next
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

CV
Curriculum Vitae
Google Scholar URL
https://scholar.google.com/citations?user=GUVQ7iEAAAAJ
Experts.asu.edu URL
https://asu.elsevierpure.com/en/persons/naneh-apkarian
ORCID Profile ID
https://orcid.org/0000-0002-0866-8633
Publications
  • Apkarian, N., Voigt, M., Hagman, J. E., Tremaine, R., Street, C., Martinez, A., & Guglielmo, J. (2024). Critical, intersectional, quantitative analyses of instructional practices and changes in undergraduate students’ mathematics affect. International Journal of Research in Undergraduate Mathematics Education. 10.1007/s40753-024-00242-6. Available: rdcu.be/dLy4c
  • Wang, Y., Apkarian, N., Dancy, M. H., Henderson, C., Johnson, E., Raker, J. R., & Stains, M. (2024). A national snapshot of introductory chemistry instructors and their instructional practices. Journal of Chemistry Education, 101(4), 1457-1468. 10.1021/acs.jchemed.4c00040. ACS Publications Editors’ Choice selection (pubs.acs.org/editorschoice/).
  • Dancy, M., Henderson, C., Apkarian, N., Johnson, E., Stains, M., Raker, J. R., & Lau, A. C. (2024). Physics instructors’ knowledge and use of active learning has increased over the last decade – but most still lecture too much. Physics Review Physics Education Research, 20, 010119. 10.1103/PhysRevPhysEducRes.20.010119
  • Lau, A. C., Henderson, C., Stains, M., Dancy, M., Merino, C., Apkarian, N., Raker, J. R., & Johnson, E. (2024). Characteristics of departments with high-use of active learning in introductory courses: Implications for departmental transformation. International Journal of STEM Education, 11(10). 10.1186/s40594-024-00470-x. Available: rdcu.be/dyuMI
  • Couch, B. A., Prevost, L. B., Stains, M., Whitt, B., Marcy, A. E., Apkarian, N., Dancy, M. H., Henderson, C., Johnson, E., Raker, J. R., †Yik, B. J., Earl, B., Shadle, S., Skvoretz, J., & Ziker, J. P. (2023). Examining whether and how instructional coordination occurs within introductory undergraduate STEM courses. Frontiers in Education, 8:1156781. 10.3389/feduc.2023.1156781
  • Apkarian, N., Haber, S., †LaTona Tequida, T., & Rasmussen, C. (2023). Prospective secondary teachers’ emergent knowledge and beliefs: Inquiry-Oriented Differential Equations contributing to teacher preparation. ZDM, 55, 823-835. 10.1007/s11858-023-01469-4
  • Dreyfus, T., Apkarian, N., Rasmussen, C., & Tabach, M. (2023). Collective and individual mathematical progress: Layering explanations in the case of Sierpiński triangle. International Journal of Research in Undergraduate Mathematics Education. 10.1007/s40753-022-00211-x
  • Yik, B. J., Raker, J. R., Apkarian, N., Stains, M., Henderson, C., Dancy, M. H., & Johnson, E. (2022). Association of malleable factors with adoption of research-based instructional strategies in introductory chemistry, mathematics, and physics. Frontiers in Education, 7:1016415. 10.3389/feduc.2022.1016415
  • Vishnubhotla, M., Chowdhury, A., Apkarian, N., Johnson, E., Dancy, M., Henderson, C., Lau, A.C., Raker. J. R., & Stains, M., (2024). “I use IBL in this course” may say more about an instructor’s beliefs than about their teaching. International Journal of Research in Undergraduate Mathematics Education, 10(1). 10.1007/s40753-022-00186-9
  • Vroom, K., Gehrtz, J., Apkarian, N., Alzaga Elizondo, T., Ellis, B., & Hagman, J. (2022). Characteristics of interactive classrooms that first year students find helpful. International Journal of STEM Education, 9(38). 10.1186/s40594-022-00354-y. Available at https://rdcu.be/cPrPv
  • Creagar, M., Wakefield, N., Smith, W. M., Apkarian, N., Voigt, M. (2022). Developing the Student Instructional Practices Survey in Mathematics for measuring student experiences in introductory mathematics courses. Investigations in Mathematics Learning, 14(2), 151-165. 10.1080/19477503.2022.2060023 
  • Yik, B. J., Raker, J. R., Apkarian, N., Stains, M., Henderson, C., Dancy, M. H., & Johnson, E. (2022). Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses. International Journal of STEM Education, 9, 15. https://doi.org/10.1186/s40594-022-00333-3
  • 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
2025 Spring
Course Number Course Title
MTE 792 Research
STP 792 Research
MTE 590 Reading and Conference
MAT 208 Discrete Math for Secondary Ed
MTE 591 Seminar
MTE 792 Research
MTE 792 Research
MTE 792 Research
2024 Fall
Course Number Course Title
STP 792 Research
MTE 792 Research
MTE 591 Seminar
MTE 792 Research
MAT 207 Algebra and Geometry in the HS
MTE 210 Mentored Tutoring Internship
MTE 590 Reading and Conference
MAT 584 Internship
2024 Summer
Course Number Course Title
MTE 792 Research
MTE 795 Continuing Registration
MTE 792 Research
MTE 795 Continuing Registration
MTE 795 Continuing Registration
2024 Spring
Course Number Course Title
MTE 792 Research
MTE 590 Reading and Conference
MAT 208 Discrete Math for Secondary Ed
MTE 591 Seminar
MTE 598 Special Topics
MTE 792 Research
MTE 792 Research
MTE 792 Research
2023 Fall
Course Number Course Title
MTE 792 Research
MTE 792 Research
MAT 207 Algebra and Geometry in the HS
MTE 210 Mentored Tutoring Internship
MTE 590 Reading and Conference
2023 Summer
Course Number Course Title
MTE 792 Research
MTE 795 Continuing Registration
MTE 795 Continuing Registration
2023 Spring
Course Number Course Title
MTE 792 Research
MTE 590 Reading and Conference
MAT 208 Discrete Math for Secondary Ed
MTE 502 RUME II
2022 Fall
Course Number Course Title
MTE 792 Research
MTE 501 RUME I
MTE 792 Research
2022 Summer
Course Number Course Title
MTE 792 Research
2022 Spring
Course Number Course Title
MTE 792 Research
MTE 590 Reading and Conference
MTE 784 Internship
MAT 170 Precalculus
MTE 792 Research
2021 Fall
Course Number Course Title
MTE 792 Research
MTE 598 Special Topics
2021 Spring
Course Number Course Title
MTE 792 Research
MAT 170 Precalculus
MTE 590 Reading and Conference
2020 Fall
Course Number Course Title
MAT 207 Algebra and Geometry in the HS
MTE 210 Mentored Tutoring Internship
Expertise Areas
Mathematics Education
Maps and Locations Jobs Directory Contact ASU My ASU
Repeatedly ranked #1 on 20+ lists in the last 3 years
Copyright and Trademark Accessibility Privacy Terms of Use Emergency