Dr. David E. Meel

Meel David3

Professor

Phone: 419-372-7452
Email: meel@bgsu.edu
Address:
Office: 414 Mathematical Sciences Building
Department of Mathematics and Statistics
Bowling Green State University
Bowling Green, OH 43403-0206

EDUCATION

  • UNIVERSITY OF PITTSBURGH, Pittsburgh, Pennsylvania
     Ed.D., Mathematics Education, 1995
  • SOUTH DAKOTA STATE UNIVERSITY, Brookings, South Dakota
  • HOUGHTON COLLEGE, Houghton, New York
    B.A., Mathematics, 1989

    PUBLICATIONS

    Meel, D.E. (to appear). Concept mapping: A tool for assessing mathematical understanding? In Skip Wilson (Ed.), Proceedings of the Twenty-sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

    Seto, B. & Meel, D.E. (to appear). Writing in mathematics: Making it work.  PRIMUS,

    Meel, D.E., Gyurko, D. & Gaspar, M. (to appear). A little used art of teaching: The case of story telling. Mathematics Teacher.

    Meel, D.E. & Hern, T. (May, 2005). Tool building: Web-based linear algebra modules. Journal of Online Mathematics and its applications.

    Meel, D.E. (2003). Modelos y teorias de la comprension matematica: Comparacion de los modelos de Pirie y Kieren sobre el crecimiento de la comprension matematica y la Teoria APOE, Revista Latinoamericana de Investigacion en Matematica Educativa, 6(3), 221-271.

    Meel, D.E. (2003). Learning from others: Classroom case stories for graduate teaching assistants. Journal of Graduate Teaching Assistant Development, 9(3), 135-147.

    Meel, D.E. (2003). Pirie and Kieren's model of understanding and Dubinsky's APOS theory: Examining shared and divergent elements, In A. Selden, E. Dubinsky, G. Harel & F. Hitt (Eds.), Research in Collegiate Mathematics Education V (pp. 132-181). Providence, RI: American Mathematical Society.

    Meel, D.E. (2002). Prospective teachers reading research articles: Examining the potentially empowering and debilitating effects. Issues in the Undergraduate Preparation of School Teachers: The Journal.

    Meel, D.E. (2000). SUMGO here and SUMGO there. Mathematics Teaching in the Middle School, 6(4), 236-239.

    Meel, D.E. (1999). E-mail dialogue journals in a college calculus classroom: A look at the implementation and benefits. Journal of Computers in Mathematics and Science Teaching, 18(4), 387-413

    Meel, D.E. (1999). Prospective Teachers' Understandings: Function and Composite function. Issues in the Undergraduate Preparation of School Teachers: The Journal

    Meel, D.E. (1999). Learning logs: Enlivening elementary linear algebra. PRIMUS, 9(3), 205-225.

    Meel, D.E. (1999). A linear algebra activity: From bases to matrices. MAA On-Line: Innovative Teaching Exchange

    Meel, D.E. (1998). Honor students' calculus understandings: Comparing Calculus&Mathematica and traditional calculus students. In A.H. Schoenfeld, J. Kaput, & E. Dubinsky (Eds.), Research in Collegiate Mathematics Education III (pp. 163-215). Providence, RI: American Mathematical Society.

    Meel, D.E. (1997). Calculator-available assessments: The why, what, and how. Educational Assessment, 4(3), 149-175.

    Meel, D.E. (1997). A mis-generalization in calculus: Searching for the origins. In J.A. Dossey, J.O. Swafford, M. Parmantie, & A.E. Dossey (Eds.), Proceedings of the Nineteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 23-29). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.