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Publications of Jack Bookman    :chronological  alphabetical  combined listing:

%% Papers Published   
@article{fds303524,
   Author = {Bookman, J},
   Title = {Why �False Implies False" is True - a Discovery
             Explanation},
   Journal = {The Mathematics Teacher 71 (November 1978):
             675-676.},
   Year = {2014},
   Month = {December},
   Key = {fds303524}
}

@article{fds303525,
   Author = {Bookman, J and Smith, DA},
   Title = {A Review of �The Electronic Study Guide: Precalculus
             Algebra},
   Journal = {College Mathematics Journal, June 1985},
   Year = {2014},
   Month = {December},
   Key = {fds303525}
}

@article{fds303526,
   Author = {Bookman, J},
   Title = {NSF Workshop on Assessment in Calculus Curriculum Reform
             Efforts},
   Journal = {UME Trends, October, 1992},
   Year = {2014},
   Month = {December},
   Key = {fds303526}
}

@article{fds303527,
   Author = {Bookman, J},
   Title = {Evaluation of Calculus Reform at Duke University},
   Journal = {UME Trends, March 1992},
   Year = {2014},
   Month = {December},
   Key = {fds303527}
}

@article{fds303528,
   Author = {Bookman, J and Friedman, C},
   Title = {A Comparison of the Problem Solving Performance of Students
             in Lab Based and Traditional Calculus},
   Journal = {in Dubinsky, E., Schoenfeld, A.H., Kaput, J. (Ed) Research
             in Collegiate Mathematics Education I. , Providence, RI:
             American Mathematical Society, 1994, pp.
             101-116.},
   Year = {2014},
   Month = {December},
   Key = {fds303528}
}

@article{fds303529,
   Author = {Smith, D and Bookman, J},
   Title = {Assessment in a Technological Age},
   Journal = {Proceedings of the Seventh Annual International Conference
             on Technology in Collegiate Mathematics (1996)
             Addison-Wesley 433-437},
   Year = {2014},
   Month = {December},
   Key = {fds303529}
}

@article{fds303531,
   Author = {Bookman, J},
   Title = {There’s Glory For You! - Why We Define Mathematical Terms
             The Way We Do},
   Journal = {Centroid, Spring 1996, 36-39},
   Year = {2014},
   Month = {December},
   Key = {fds303531}
}

@article{fds303532,
   Author = {Bookman, J and Friedman, C},
   Title = {Student Attitudes and Calculus Reform},
   Journal = {School Science and Mathematics, March 1998:
             117-122},
   Year = {2014},
   Month = {December},
   Key = {fds303532}
}

@article{fds303533,
   Author = {Bookman, J and Friedman, C},
   Title = {The Evaluation of Project CALC at Duke University 1989 -
             1994},
   Journal = {in B. Gold, S. Keith, W. Marion, eds., Assessment Practices
             in Undergraduate Mathematics, MAA Notes # 49, Washington DC:
             Mathematical Association of America, 1999: pp.
             253-256.},
   Year = {2014},
   Month = {December},
   Key = {fds303533}
}

@article{fds303534,
   Author = {Bookman, J},
   Title = {Program Evaluation and Undergraduate Mathematics Renewal:
             The impact of calculus reform on student performance in
             subsequent courses},
   Journal = {in Ganter, S. (Ed.) Calculus Renewal: Issues for
             Undergraduate Mathematics Education in the Next Decade, New
             York, NY: Plenum Press, 2000: pp.91 - 102},
   Year = {2014},
   Month = {December},
   Key = {fds303534}
}

@article{fds303535,
   Author = {Bookman, J},
   Title = {Duke University’s Mathematics Department Outreach to
             Secondary Mathematics Teachers: Problems, Potential, and
             Pitfalls},
   Journal = {Conference proceedings from the Invitational Conference on
             K-12 Outreach from University Science Departments, Raleigh,
             NC: North Carolina State University, 2000: pp.143 -
             145},
   Year = {2014},
   Month = {December},
   Key = {fds303535}
}

@article{fds303536,
   Author = {Bookman, J},
   Title = {Learning Mathematics Meaningfully � A Challenge to College
             Faculty},
   Journal = {Proceedings of First Annual Charleston Connections:
             Innovations in Higher Education Conference, Charleston, SC:
             The Citadel, 2001: pp.92 - 100},
   Year = {2014},
   Month = {December},
   Key = {fds303536}
}

@article{fds296254,
   Author = {Narayan, AP and Whicker, SA and Staples, B and Bookman, J and Bartlett,
             K and McGann, KA},
   Title = {The Clinical Skills Fair - An Innovative Curriculum
             Evaluation Tool},
   Journal = {Journal of Graduate Medical Education},
   Year = {2013},
   Month = {April},
   Key = {fds296254}
}

@article{fds296253,
   Author = {Bookman, and Bar-On, R and Cooke, B and Schott, S},
   Title = {(Re)discovering SoTL through a Fundamental Challenge:
             Helping Students Transition to College Calculus},
   Journal = {MAA Notes: Guide to the Scholarship of Teaching and Learning
             in Mathematics},
   Year = {2012},
   Month = {October},
   Key = {fds296253}
}

@article{fds296260,
   Author = {Lardner, ED and Bookman, J},
   Title = {Lessons Learned in Interdisciplinary Professional
             Development Designed to Promote the Teaching of Quantitative
             Literacy},
   Journal = {Journal of Faculty Development},
   Volume = {27},
   Number = {2},
   Year = {2012},
   Key = {fds296260}
}

@article{fds296258,
   Author = {Turner, DA and Narayan, AP and Whicker, SA and Bookman, J and McGann,
             KA},
   Title = {Do pediatric residents prefer interactive learning?
             Educational challenges in the duty hours
             era.},
   Journal = {Medical Teacher},
   Volume = {33},
   Number = {6},
   Pages = {494-496},
   Year = {2011},
   Month = {January},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/21355697},
   Abstract = {BACKGROUND: The volume of information that physicians must
             learn is increasing; yet, trainee educational time is
             limited. Many experts propose using trainees' learning
             preferences to guide teaching. However, data regarding
             predominant learning preferences within pediatrics are
             limited. AIM: Identify predominant learning preferences
             among pediatric residents in a Residency Training Program.
             METHODS: The Visual-Aural-Read/Write-Kinesthetic (VARK)
             questionnaire and Kolb Learning Style Inventory (LSI) were
             administered anonymously to 50 pediatric residents. RESULTS:
             Learning style assessments were completed by 50 pediatric
             residents. Residents were significantly more likely to be
             accommodating on the Kolb LSI, which is consistent with an
             interactive learning preference (p < 0.01); 30%
             demonstrated a multimodal preference on the Kolb LSI (Figure
             1). VARK assessments demonstrated that 45 (90%) respondents
             were kinesthetic, which is also consistent with a
             significant preference for interactive learning
             (p < 0.01). Forty (80%) were found to be multimodal on
             the VARK (Figure 1). There was no association between
             learning preference and the residents' anticipated career
             choice or level of training. CONCLUSIONS: The predominant
             learning preferences among a cohort of pediatric residents
             from a single training program were consistent with a
             preference for interactive learning, suggesting that some
             trainees may benefit from supplementation of educational
             curricula with additional interactive experiences. Continued
             investigation is needed in this area to assess the
             effectiveness of adapting teaching techniques to individual
             learning preferences.},
   Doi = {10.3109/0142159x.2010.542524},
   Key = {fds296258}
}

@article{fds296257,
   Author = {Varsavsky, C and Waldock, J and Harding, A and Jack Bookman and LS and Luaces, VM},
   Title = {Undergraduate mathematics around the world},
   Journal = {Delta Communications, conference proceedings of the Volcanic
             Delta ’11, the eighth Delta conference on the teaching and
             learning of undergraduate mathematics and
             statistics},
   Year = {2011},
   Key = {fds296257}
}

@article{fds296259,
   Author = {Alison Sweeney, MD and Alyssa Stephany, MD and Shari Whicker and M and Jack Bookman and P and David A Turner, MD},
   Title = {"Resident Educators" - Senior Pediatric Residents as
             Teachers for an Innovative Multidisciplinary Mock Code
             Curriculum},
   Journal = {Journal of Graduate Medical Education},
   Volume = {3},
   Number = {2},
   Pages = {188-195},
   Year = {2011},
   Key = {fds296259}
}

@article{fds296261,
   Author = {Bookman, J and Ganter, SL and Morgan, R},
   Title = {Developing assessment methodologies for quantitative
             literacy: A formative study},
   Journal = {The American Mathematical Monthly},
   Volume = {115},
   Number = {10},
   Pages = {911-929},
   Publisher = {Informa UK Limited},
   Year = {2008},
   Month = {December},
   ISSN = {0002-9890},
   url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000261592600004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
   Doi = {10.1080/00029890.2008.11920609},
   Key = {fds296261}
}

@article{fds296262,
   Author = {Bookman, J and Malone, D},
   Title = {Negotiating Roles and Meaning While Learning Mathematics in
             Interactive Technology-Rich Environments},
   Journal = {The Journal of the Scholarship of Teaching and
             Learning},
   Volume = {6},
   Number = {2},
   Pages = {41-65},
   Year = {2006},
   Month = {October},
   Key = {fds296262}
}

@article{fds296256,
   Author = {Bookman, J and Malone, D},
   Title = {The Nature of Learning in Interactive Technological
             Environments: A Proposal for a Research Agenda Based on
             Grounded Theory},
   Journal = {Research in Collegiate Mathematics Education},
   Editor = {edited by Selden, A. and Dubinsky, E. and Harel, G. and Hitt,
             F.},
   Year = {2003},
   Key = {fds296256}
}

@article{fds296255,
   Author = {Winter, D and Lemons, P and Bookman, J and Hoese,
             W},
   Title = {Novice Instructors and Student-Centered Instruction:
             Identifying and Addressing Obstacles to Learning in the
             College Science Laboratory},
   Journal = {Journal of Scholarship of Teaching and Learning},
   Volume = {2},
   Number = {1},
   Year = {2001},
   Key = {fds296255}
}

@article{fds303530,
   Author = {Bookman, J and Blake, L},
   Title = {Seven years of project calc at duke university approaching
             steady state?},
   Journal = {Primus},
   Volume = {6},
   Number = {3},
   Pages = {221-234},
   Publisher = {Informa UK Limited},
   Year = {1996},
   Month = {January},
   url = {http://dx.doi.org/10.1080/10511979608965825},
   Abstract = {Duke University was the site of one of the first large scale
             calculus reform projects funded by the National Science
             Foundation (NSF) in the post-Tulane conference era. In the
             seven years during which Project CALC has first taught, it
             has undergone numerous revisions. In this paper, we will
             discuss these revisions and the reasons behind them. In
             particular, we will describe the changes we have made over
             the last seven years in the: mathematical content; text;
             software and hardware; emphasis on computational skill;
             amount and nature of student writing; amount and nature of
             student homework; and grading, testing and assessment of
             student learning. The reasons for these changes include:
             examination of the results of our formal evaluation; the
             attitudes of students; and the attitudes of faculty. © 1996
             Taylor & Francis Group, LLC.},
   Doi = {10.1080/10511979608965825},
   Key = {fds303530}
}

@article{fds303010,
   Author = {Bookman, J},
   Title = {An expert novice study of metacognitive behavior in four
             types of mathematics problems},
   Journal = {Primus},
   Volume = {3},
   Number = {3},
   Pages = {284-314},
   Publisher = {Informa UK Limited},
   Year = {1993},
   Month = {January},
   ISSN = {1051-1970},
   url = {http://dx.doi.org/10.1080/10511979308965710},
   Abstract = {The purpose of this study was to examine the differences
             between the metacognitive behaviors exhibited by experts and
             novices. Of particular interest was the degree to which
             subjects managed or controlled their behavior and the extent
             to which solutions, particularly by experts, were schema
             driven. Nine novices (college freshman) and six experts
             (first and second year graduate students in mathematics)
             were asked to think aloud while solving four mathematics
             problems: (1) a routine problem; (2) a problem with more
             than one obvious path; (3) a nonroutine problem that
             involved the use of the skills used in the routine problem;
             and (4) a problem with insufficient or contradictory
             information. The verbal protocols provide evidence that:1.
             experts in this study possessed and used schemas to solve
             problems but schema use did not fully or adequately
             characterize expertise; 2. of the two aspects of
             metacognition - beliefs about cognition and control of
             cognition - beliefs played a more important role than
             control; and 3. assessment of work is not in and of itself
             useful; assessments must be acted on. © 1993 Taylor and
             Francis Group, LLC.},
   Doi = {10.1080/10511979308965710},
   Key = {fds303010}
}

@article{fds325014,
   Author = {BOOKMAN, J and SMITH, D},
   Title = {THE ELECTRONIC STUDY GUIDE - PRE-CALCULUS
             ALGEBRA},
   Volume = {16},
   Number = {3},
   Pages = {218-221},
   Year = {1985},
   url = {http://dx.doi.org/10.2307/2686577},
   Doi = {10.2307/2686577},
   Key = {fds325014}
}

 

dept@math.duke.edu
ph: 919.660.2800
fax: 919.660.2821

Mathematics Department
Duke University, Box 90320
Durham, NC 27708-0320