Some Highlights (Full CV download available to the right)
Education
Ph.D., Mathematics Education, (expected 2015), Virginia Tech
· Dissertation: Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra
· Advisor: Dr. Megan Wawro
· Comprehensive Exams: Abstract Algebra and Complex Analysis
M.S., Mathematics, 2011, Virginia Tech
· Thesis: Relationship Between Students' Proof Schemes and Definitions
· Advisor: Dr. Anderson Norton
B.S., Mathematics Education, Auburn University, 2007
Awards and Honors
Best Paper Award (coauthored with Dr. Megan Wawro) – 16th Annual Conference of the Mathematical Association of America’s Special Interest Group for Research in Undergraduate Mathematics Education (SIGMAARUME)
Research Funding

CoPrincipal Investigator: National Science Foundation – Improving Undergraduate STEM Education (IUSE), Collaborative Research: Extending InquiryOriented Linear Algebra Into New Topics; M. Zandieh (PI), Megan Wawro (coPI), Christine AndrewsLarson (coPI), and David Plaxco (coPI), $599,071, 2019 – 2022. This research collaboration is a continued effort to expand the IOLA curriculum to include additional mathematical topics and extend the project’s reach to more undergraduate instructors.

CoPrincipal Investigator: National Science Foundation – Improving Undergraduate STEM Education (IUSE), SimulationBased InquiryOriented Linear Algebra; M. Zandieh (PI), David Plaxco (coPI), and Ashish Amresh (coPI), $299,999, 2017 – 2020. Responsibilities: Iteratively design, develop and test a gamebased applet to support players’ understanding of linear algebra content, including linear independence, span, and basis. Disseminate game to a wider audience and extend the education research community’s understanding of the issues involved in combining curricular design with videogame design.

CoPrincipal Investigator: Virginia Tech Center for Innovation in Learning, Innovation in Undergraduate Mathematics Education: Supporting StudentCentered Instruction; M. Wawro (PI) and David Plaxco (coPI), $10,000, 2013 – 2014. Responsibilities: Participated in New Media Seminar that helped inform approaches to web design, reflecting an alternative focus from productoriented websites to more useroriented portals
Refereed Publications

Stewart, S., Troup, J., and Plaxco, D. (2019). Reflection on teaching linear algebra: Examining one instructor's resources, orientations and goals (ROGs) while moving between the three worlds of mathematical thinking. ZDM Mathematics Education, 12531266.

Plaxco, D., Zandieh, M., & Wawro, M. (2018). Stretch Directions and Stretch Factors: A Sequence Intended to Support Guided Reinvention of Eigenvector and Eigenvalue. In Challenges and Strategies in Teaching Linear Algebra, 175192. Springer, Cham.

El Turkey, H., Tang, G., Savic, M., Karakok, G., CilliTurner, E., & Plaxco, D. (2018). The CreativityinProgress Rubric on Proving: Two Teaching Implementations and Students’ Reported Usage. Primus, 28(1), 5779.

Tang, G., El Turkey, H., CilliTurner, E., Savic, M., Karakok, G., & Plaxco, D. (2017). Inquiry as an entry point to equity in the classroom. International Journal of Mathematical Education in Science and Technology, 48 (sup1), S4S15.

Plaxco, D., & Wawro, M. (2015). Analyzing student understanding in linear algebra through mathematical activity. The Journal of Mathematical Behavior, 38, 87100.
Articles InProgress

Plaxco, D. & Milewski, A. Commutators and the Rubik’s cube: A cubing primer for algebraists and an algebra primer for cubers. Targeted journal: College Mathematics Journal.

Mauntel, M., Levine, B., Plaxco, D., & Zandieh, M. Get that basket! Deciphering student strategies in the linear algebra game Vector Unknown. Targeted journal: Digital Experiences in Mathematics Education.

Zandieh, M., Plaxco, D., WilliamsPierce, C., & Amresh, A. Using three fields of education research to frame the development of digital games. Targeted journal: For the Learning of Mathematics.

Plaxco, D. Reclaiming: One way in which conceptual understanding informs proving activity. Targeted journal: Educational Studies in Mathematics.

Plaxco, D. & Wawro, M. “Yeah, but what if you didn't have your table?”  A case study of teacher moves and their role in classroom argumentation. Chapter submitted for inclusion in a collection edited by Kosko, K., Staples, M., Conner, A., & Bieda, K.
Research Interests
Proof and argumentation
Abstract Algebra
Linear Algebra
Probability
Expertise/Experience
Abstract Algebra (Expert)
Complex Analysis (Expert)
Web design (2 different grants)
Geometer's Sketchpad (over thirteen years' experience)
2010  present
2010  present