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 (SIGMAA-RUME)

President’s Scholarship (full-tuition, four-year academic scholarship) – Auburn University

Refereed Publications

Plaxco, D. (submitted). Re-claiming: One way in which conceptual understanding informs proving activity. The International Journal of Research in Undergraduate Mathematics Education. Manuscript submitted for review.

Plaxco, D., & Wawro, M. (2015). Analyzing student understanding in linear algebra through mathematical activity. Journal of Mathematical Behavior, 38, 87-100.

Refereed Conference Proceedings

Plaxco, D. (2016). Re-claiming: One way in which conceptual understanding informs proving activity. To be included in the Proceedings of the Nineteenth Annual Conference on Research in Undergraduate Mathematics Education, ##-##. Pittsburgh, PA.

Plaxco, D. (2015). John’s lemma: How one student’s proof activity informed his understanding of inverse. To be included in the Proceedings of the Eighteenth Annual Conference on Research in Undergraduate Mathematics Education, 889-895. Pittsburgh, PA.

Zandieh, M., Plaxco, D., Wawro, M., Rasmussen, C., Milbourne, H., & Czeranko, K. (2015). Extending multiple choice format to document student thinking. To be included in the Proceedings of the Eighteenth Annual Conference on Research in Undergraduate Mathematics Education, 1079-1085. Pittsburgh, PA.

Plaxco, D., Wawro, M., & Zeitsman, L. (2014). Student understanding of linear independence of functions. To be included in the Proceedings of the Seventeenth Annual Conference on Research in Undergraduate Mathematics Education, 992-998. Denver, CO.

Larson, C., Wawro, M., Zandieh, M., Rasmussen, C., Plaxco, D., & Katherine Czeranko. (2014). Implementing inquiry-oriented instructional materials in undergraduate mathematics. To be included in the Proceedings of the Seventeenth Annual Conference on Research in Undergraduate Mathematics Education, 797-802. Denver, CO.

Wawro, M. & Plaxco, D. (2013). Utilizing Types Of Mathematical Activities To Facilitate Characterizing Student Understanding Of Span And Linear Independence. In S. Brown, G. Karakok, K. H. Roh, and M. Oehrtman (Eds.), Proceedings of the Sixteenth Annual Conference on Research in Undergraduate Mathematics Education, Volume 1 (p. 1-15.) Denver, CO.

Plaxco, D. (2012). Relationships between mathematical proof and definition. In L. R. Van Zoest, J.-J. Lo, & J. L. Kratky (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for Psychology in Mathematics Education (pp. 167-173). Kalamazoo, MI.

Plaxco, D. (2011). The temporal conception: student difficulties defining probabilistic independence. In L. R. Wiest & T. Lamberg, (Eds.) Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for Psychology in Mathematics Education (pp. 276-283). Reno, NV.

Invited Research Presentations

Plaxco, D. (2015, November). Relating Proof and Conceptual Understanding of Identity and Inverse. Presentation for the Oklahoma State University Mathematics Education Research Seminar.

Plaxco, D. (2015, September). Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra. Presentation at the Oklahoma Research in Undergraduate Mathematics Education Conference.

Wawro, M., & Plaxco, D., (2014, January). Utilizing types of mathematical activities to facilitate characterizing student understanding of span and linear independence. Presented at Joint Mathematics Meetings of the Mathematical Association of America and American Mathematical Society, Baltimore, MD.

Plaxco, D. (2013, September). Exploring Students' Understanding of Linear Independence of Functions with the Process/Object Pairs Framework. For the Virginia Tech Student Chapter of the Society of Industrial and Applied Mathematics. Blacksburg, VA.

Research Presentations

Karakok, G., Savic, M., Tang, G., El Turkey, H., Plaxco, D., & Naccarato, E. (2016). A rubric for creativity in writing proofs. MAA Focus, 36(1), 42–43.

Plaxco, D. and Savic, M. (2016, February) Communicative Artifacts of Proof: Transitions from Ascertaining to Persuading. Poster presented at the Nineteenth Annual Conference on Research in Undergraduate Mathematics Education.

Houssein El Turkey, Gail Tang, Milos Savic, Gulden Karakok, Emilie Naccarato, and David Plaxco. (2016, January). Addressing Creativity in an Introductory Proof Course. Presented at Joint Mathematics Meetings of the Mathematical Association of America and American Mathematical Society, Seattle, WA.

Plaxco, D. (2015, January). John’s lemma: How one student’s proof activity informed his understanding of inverse. Presented at Joint Mathematics Meetings of the Mathematical Association of America and American Mathematical Society, San Antonio, TX.

Plaxco, D. (2015, January). Reverse Cayley graphs: Imposing group structure on the platonic solids. Presented at Joint Mathematics Meetings of the Mathematical Association of America and American Mathematical Society, San Antonio, TX.

Wawro, M., Zandieh, M., & Plaxco, D. (2015, January). An instructional sequence for change of basis and Eigentheory. Presented at Joint Mathematics Meetings of the Mathematical Association of America and American Mathematical Society, San Antonio, TX.

Zandieh, M., Wawro, M., & Plaxco, D. (2015, January). Inquiry-Oriented Linear Algebra (IOLA): An RME-based instructional sequence for change of basis and Eigentheory. Presented at Joint Mathematics Meetings of the Mathematical Association of America and American Mathematical Society, San Antonio, TX.

Wawro, M., Zandieh, M., Rasmussen, C., Larson, C., Plaxco, D., & Katherine Czeranko. (2014, February) Developing Inquiry Oriented Instructional Materials For Linear Algebra (DIOIMLA): Overview Of The Research Project. Poster presented at the Seventeenth Conference on Research in Undergraduate Mathematics Education, Denver, CO.

Wawro, M., Zandieh, M., Rasmussen, C., Larson, C., Plaxco, D., & Katherine Czeranko. (2014, January). Developing Inquiry Oriented Instructional Materials For Linear Algebra (DIOIMLA): Overview Of The Research Project. Poster presented at Joint Mathematics Meetings of the Mathematical Association of America and American Mathematical Society, Baltimore, MD.

Plaxco, D., Wawro, M. (2013, November). Characterizing Student Conceptions of Span and Linear Independence Through Mathematical Activity: The Case of Joe. Poster presented at the 34th annual meeting North American Chapter of the International Group for Psychology in Mathematics Education. Chicago, IL.

Plaxco, D. (2012, June). Design research: paper folding to elicit mathematical necessity. Poster presented at the Second Conference on Transforming Research in Undergraduate STEM Education (TRUSE), St. Paul, MN.

Norton, A., Arvold, B., & Plaxco, D. (2012, May). Virginia Teach to Virginia Teacher. Poster presented at Seventh Annual National Science Foundation Robert Noyce Teacher Scholarship Program Conference, Washington, DC.

Plaxco, D. (2012, March). Special Case Paper Folding: How Do I Construct a Similar Rectangle? Presented at the Virginia Council of Teachers of Mathematics Annual Conference, Roanoke, VA.

Research Experience

Co-Principal Investigator: Virginia Tech Center for Innovation in Learning, Innovation in Undergraduate Mathematics Education: Supporting Student-Centered Instruction; M. Wawro (PI) and David Plaxco (co-PI), $10,000, 2013 – 2014. Responsibilities: Participated in New Media Seminar that helped inform approaches to web design, reflecting an alternative focus from product-oriented websites to more user-oriented portals
Research Assistant: Developing Inquiry-Oriented Linear Algebra Instructional Materials; Virginia Tech, San Diego State University, Arizona State University, Florida State University, Summer, Fall 2013; Summer 2014. Responsibilities: Worked with team members to: develop Inquiry-Oriented Linear Algebra (IOLA) curriculum materials, develop and implement Linear Algebra assessment tool, collect classroom and instructor interview data, and develop IOLA web portal (iola.math.vt.edu)
Research Assistant: Megan Wawro, Virginia Tech (Fall 2012; Spring 2013) Responsibilities: Collected, organized, and analyzed data with undergraduate Linear Algebra students
Research Assistant: Robert Noyce Teacher Scholarship Program, Virginia Tech, Spring, Fall 2010; Spring, Fall 2011; Spring 2012. Responsibilities: Mentored undergraduate and master’s scholars, organized and administrated Virginia Tech mathematics education website, and organized research and student meetings

Teaching Experience

Postdoctoral Faculty Member: University of Oklahoma, Fall 2015 – Present

MATH 3333: Linear Algebra, Instructor of Record, Fall 2015 (2 sections), Spring 2016, Fall 2016 (2 sections)
MATH 2513: Discrete Mathematical Structures, Instructor of Record, Summer 2016
MATH 4990: Independent Study, Mathematical Statistics, Fall 2016

Graduate Teaching Assistant: Virginia Tech Mathematics Department, Fall 2009 – Spring 2015

MATH 1206: Integral Calculus for Science and Mathematics Majors, Instructor of Record, Fall 2014
MATH 1224: Vector Geometry, Instructor of Record, Summer 2011; Recitation Instructor, Fall 2009, Spring 2010
MATH 2015: Calculus II with Trigonometry, Instructor of Record, Spring 2014
MATH 2644: Math Tutoring for Preservice Teachers, Instructor of Record, Fall 2010, Fall 2011, Fall 2014
MATH 3624: Early Teaching Experience for Preservice Teachers, Instructor of Record, Spring 2011,
Spring 2012, [Spring 2015]

Teacher: Muscle Shoals Middle School, Fall 2007 – Spring 2009

Taught Math Seminar Class for Eighth Grade Math Team Members (duration)
Taught Pre-Algebra for Eighth Grade Students (duration)
Coached Eighth Grade Math Team (duration)

Service Activities

Mentor, Graduate-Undergraduate Mentoring Program (GUMP), Spring, 2013
Organizer, Virginia Tech Mathematics Department/School of Education Joint Mathematics Education Seminar, Spring, 2013
Reviewer, Research in Undergraduate Mathematics Education Conference Submissions, 2012 – present
Reviewer, North American Chapter of the International Group for Psychology in Mathematics Education (PME-NA) Conference Submissions, 2011 – present

Professional Memberships

Special Interest Group of the Mathematical Association of America – Research in Undergraduate Mathematics Education (SIGMAA on RUME) (2013 – present)
North American Chapter of the International Group for the Psychology of Mathematics Education (PME- NA) (2011 – present)
Virginia Council of Teachers of Mathematics (2010 – 2015)
American Mathematical Society (2009 – present)
National Council of Teachers of Mathematics (2005 – present)

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 eight years' experience)

2010 - present

CurriculumVitaePlaxco.pdf

Plaxco, D. (submitted). Re-claiming: One way in which conceptual understanding informs proving activity. The International Journal of Research in Undergraduate Mathematics Education. Manuscript submitted for review.

​

Plaxco, D., & Wawro, M. (2015). Analyzing student understanding in linear algebra through mathematical activity. Journal of Mathematical Behavior, 38, 87-100.

Refereed Conference Proceedings

Plaxco, D. (2016). Re-claiming: One way in which conceptual understanding informs proving activity. To be included in the Proceedings of the Nineteenth Annual Conference on Research in Undergraduate Mathematics Education, ##-##. Pittsburgh, PA.

Plaxco, D. (2015). John’s lemma: How one student’s proof activity informed his understanding of inverse. To be included in the Proceedings of the Eighteenth Annual Conference on Research in Undergraduate Mathematics Education, 889-895. Pittsburgh, PA.

​

Plaxco, D., Wawro, M., & Zeitsman, L. (2014). Student understanding of linear independence of functions. To be included in the Proceedings of the Seventeenth Annual Conference on Research in Undergraduate Mathematics Education, 992-998. Denver, CO.

​

Plaxco, D. (2012). Relationships between mathematical proof and definition. In L. R. Van Zoest, J.-J. Lo, & J. L. Kratky (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for Psychology in Mathematics Education (pp. 167-173). Kalamazoo, MI.

Plaxco, D. (2011). The temporal conception: student difficulties defining probabilistic independence. In L. R. Wiest & T. Lamberg, (Eds.) Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for Psychology in Mathematics Education (pp. 276-283). Reno, NV.

Plaxco, D. (2015, November). Relating Proof and Conceptual Understanding of Identity and Inverse. Presentation for the Oklahoma State University Mathematics Education Research Seminar.

​

Plaxco, D. (2015, September). Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra. Presentation at the Oklahoma Research in Undergraduate Mathematics Education Conference.

​

Plaxco, D. (2013, September). Exploring Students' Understanding of Linear Independence of Functions with the Process/Object Pairs Framework. For the Virginia Tech Student Chapter of the Society of Industrial and Applied Mathematics. Blacksburg, VA.

Karakok, G., Savic, M., Tang, G., El Turkey, H., Plaxco, D., & Naccarato, E. (2016). A rubric for creativity in writing proofs. MAA Focus, 36(1), 42–43.

Plaxco, D. and Savic, M. (2016, February) Communicative Artifacts of Proof: Transitions from Ascertaining to Persuading. Poster presented at the Nineteenth Annual Conference on Research in Undergraduate Mathematics Education.

Houssein El Turkey, Gail Tang, Milos Savic, Gulden Karakok, Emilie Naccarato, and David Plaxco. (2016, January). Addressing Creativity in an Introductory Proof Course. Presented at Joint Mathematics Meetings of the Mathematical Association of America and American Mathematical Society, Seattle, WA.

​

Plaxco, D. (2015, January). John’s lemma: How one student’s proof activity informed his understanding of inverse. Presented at Joint Mathematics Meetings of the Mathematical Association of America and American Mathematical Society, San Antonio, TX.

Plaxco, D. (2015, January). Reverse Cayley graphs: Imposing group structure on the platonic solids. Presented at Joint Mathematics Meetings of the Mathematical Association of America and American Mathematical Society, San Antonio, TX.

Wawro, M., Zandieh, M., & Plaxco, D. (2015, January). An instructional sequence for change of basis and Eigentheory. Presented at Joint Mathematics Meetings of the Mathematical Association of America and American Mathematical Society, San Antonio, TX.

​

Plaxco, D. (2012, June). Design research: paper folding to elicit mathematical necessity. Poster presented at the Second Conference on Transforming Research in Undergraduate STEM Education (TRUSE), St. Paul, MN.

Norton, A., Arvold, B., & Plaxco, D. (2012, May). Virginia Teach to Virginia Teacher. Poster presented at Seventh Annual National Science Foundation Robert Noyce Teacher Scholarship Program Conference, Washington, DC.

Plaxco, D. (2012, March). Special Case Paper Folding: How Do I Construct a Similar Rectangle? Presented at the Virginia Council of Teachers of Mathematics Annual Conference, Roanoke, VA.

Research Experience

Teaching Experience

Postdoctoral Faculty Member: University of Oklahoma, Fall 2015 – Present

MATH 3333: Linear Algebra, Instructor of Record, Fall 2015 (2 sections), Spring 2016, Fall 2016 (2 sections)

MATH 2513: Discrete Mathematical Structures, Instructor of Record, Summer 2016

MATH 4990: Independent Study, Mathematical Statistics, Fall 2016

​

Graduate Teaching Assistant: Virginia Tech Mathematics Department, Fall 2009 – Spring 2015

MATH 1206: Integral Calculus for Science and Mathematics Majors, Instructor of Record, Fall 2014

MATH 1224: Vector Geometry, Instructor of Record, Summer 2011; Recitation Instructor, Fall 2009, Spring 2010

MATH 2015: Calculus II with Trigonometry, Instructor of Record, Spring 2014

MATH 2644: Math Tutoring for Preservice Teachers, Instructor of Record, Fall 2010, Fall 2011, Fall 2014

MATH 3624: Early Teaching Experience for Preservice Teachers, Instructor of Record, Spring 2011,

Spring 2012, [Spring 2015]

Service Activities

Mentor, Graduate-Undergraduate Mentoring Program (GUMP), Spring, 2013

Organizer, Virginia Tech Mathematics Department/School of Education Joint Mathematics Education Seminar, Spring, 2013

Reviewer, Research in Undergraduate Mathematics Education Conference Submissions, 2012 – present

Reviewer, North American Chapter of the International Group for Psychology in Mathematics Education (PME-NA) Conference Submissions, 2011 – present

Special Interest Group of the Mathematical Association of America – Research in Undergraduate Mathematics Education (SIGMAA on RUME) (2013 – present)

North American Chapter of the International Group for the Psychology of Mathematics Education (PME- NA) (2011 – present)

Virginia Council of Teachers of Mathematics (2010 – 2015)

American Mathematical Society (2009 – present)

National Council of Teachers of Mathematics (2005 – present)

Research Interests

Expertise/Experience