Nicole Infante | Department of Mathematical and Statistical Sciences

Nicole Infante, PhD

Professor
Director of Quantitative Reasoning
Lower Curriculum Committee Chair
DSC 209 / 402.554.3522

email:

ninfante@unomaha.edu

area of focus:

Undergraduate Mathematics Education

Additional Information

Education

Ph.D., Mathematics, Arizona State University, 2007

M.S., Mathematics, University of Connecticut, 1998

B.A., Mathematics, UNO, 1996

Research Interests

Communication in the classroom, gesture, alternative assessments (particularly oral assessments)

Selected Publications

Gallagher, K. & Infante, N. (Accepted 2021) A Case Study of undergraduates’ Proving Behaviors and Uses of Visual Representations in Identification of Key Ideas in Topology, International Journal of Research in Undergraduate Mathematics Education.

Engelke Infante, N. (2021). Helping Students Think Like Mathematicians: Modeling Related Rates with 2 Diagrams. PRIMUS, 31(7), 749-759.

Sealey, V., Infante, N., Campbell, M. P., & Bolyard, J. (2020). The generation and use of graphical examples in calculus classrooms: The case of the mean value theorem. The Journal of Mathematical Behavior, 57, 100743.

Engelke Infante, N., Murphy, K., Glenn, C., & Sealey, V. L. (2018). How concept images affect students’ interpretations of Newton’s method. International Journal of Mathematical Education in Science and Technology, 49(5), 643-659.

LaRue, R., & Engelke Infante, N. (2015). Optimization in first semester calculus: a look at a classic problem. International Journal of Mathematical Education in Science and Technology, 46(7), 1021-1031.

Bonsangue, M. V., Cadwallader Olsker, T., Fernandez-Weston, C., Filowitz, M., Hershey, J., Moon, H., Renne, C., Sullivan, E., Walker, S., Woods, R., & Engelke, N. (2013). The Effect of Supplemental Instruction on Transfer Student Success in First-Semester Calculus. The Learning Assistance Review, 18(1), 61-75.

Kimani, P., & Engelke, N. (2012). Rate Problems: Thinking Across the Curriculum, The Mathematics Teacher, 106(5), 370-377.

Carlson, M., Oehrtman, M., & Engelke, N. (2010). The Precalculus Concept Assessment: A Tool for Assessing Reasoning Abilities and Understandings of Precalculus Level Students. Cognition and Instruction, 28(2), 113-145.