Robert C. Moore, Publications

In Progress

  1. Moore, R. C., Byrne, M., Fukawa-Connelly, T., & Hanusch, S. Interpreting proof feedback: Do our students know what we’re saying? To appear in Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education.
  2. Moore, R. C. (to appear). What constitutes a well-written proof? Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education, Denver, CO. (peer reviewed)
  3. Savic, M., Moore, R. C., & Mills, M. (to appear). Mathematicians’ views on transition-to-proof and advanced mathematics courses. Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education, Denver, CO.  (peer reviewed).

Refereed papers

  1.  Byrne, M., Hanusch, S., Moore, R. C., & Fukawa-Connelly, T. 2017. Student interpretations of written comments on graded proofs.  International Journal of Research in Undergraduate Mathematics Education, 1-26. doi: 10.1007/s40753-017-0059-0 [Published online 30 June 2017, print version to appear.] 
  2. Moore, R. C., Byrne, M., Fukawa-Connelly, T., & Hanusch, S. 2016. Interpreting proof feedback: Do our students know what we’re saying? In T. Fukawa-Connelly, N. Infante, M. Wawro, and S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1150-1157).
  3. Moore, R. C., Byrne, M., Fukawa-Connelly, T., & Hanusch, S. 2016. Interpreting proof feedback: Do our students know what we’re saying? In T. Fukawa-Connelly, N. Infante, M. Wawro, and S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1150-1157).
  4. Moore, R. C. 2016. Mathematics professors’ evaluation of students’ proofs: A complex teaching practice. International Journal of Research in Undergraduate Mathematics Education, 2(2), 246-278. doi:10.1007/s40753-016-0029-y  
  5. Moore, R. C. 2014. What constitutes a well-written proof? In T. Fukawa-Connelly, G. Karakok, K. Keene, and M. Zandieh (Eds.), Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education, Denver, Colorado.
  6. Savic, M., Moore, R. C., & Mills, M. 2014. Mathematicians’ views on transition-to-proof and advanced mathematics courses. In T. Fukawa-Connelly, G. Karakok, K. Keene, and M. Zandieh (Eds.), Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education, Denver, Colorado.
  7. Moore, R. C. (2013, May-June). Measuring a circle: A math lesson for grades 5-10. The Journal of Adventist Education, 75(4):30-33.
  8. Moore, R. C. 1995. Visualizing the group homomorphism theorem. College Mathematics Journal, 26:143.
  9. Moore, R. C. 1994. Making the transition to formal proof. Educational Studies in Mathematics, 27:249-266.
  10. Moore, R. C. 1986. Doubling: Real, complex, quaternion, and beyond . . . Well, maybe. College Mathematics Journal, 17:342-343.

Professional Journal/Periodical Articles

  1. Moore, R. C. 2001. Nurturing faith in math class. Journal of Adventist Education Summer, 35-37.
  2. Moore, R. C. 1994. Teaching number sense in the elementary school. Journal of Adventist Education, 56(3):12-17.
  3. Moore, R. C. 1994. Engaging elementary students in geometry and measurement. Journal of Adventist Education, 56(3):34-37.
  4. Hodgson, T. R., & Moore, R. C. 1994. Contemporary ideas for teaching secondary-level mathematics. Journal of Adventist Education, 56(3):44-46.
  5. Moore, R. C., & Zilliox, J. T. 1989. Geometry and measurement in the elementary school. Elementary Mathematician, 3(1):10-11.
  6. Matos, J. M., & Moore, R. C. 1989. Taxicab geometry. Reflections, 37(1):5-7.