Moore, R. C., Byrne, M., Fukawa-Connelly, T., & Hanusch, S. Interpreting proof feedback: Do our students know what we’re saying? To appear in Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education.
Moore, R. C. (to appear). What constitutes a well-written proof? Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education, Denver, CO. (peer reviewed)
Savic, M., Moore, R. C., & Mills, M. (to appear). Mathematicians’ views on transition-to-proof and advanced mathematics courses. Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education, Denver, CO. (peer reviewed).
Refereed papers
Byrne, M., Hanusch, S., Moore, R. C., & Fukawa-Connelly, T. 2018. Student interpretations of written comments on graded proofs. International Journal of Research in Undergraduate Mathematics Education, 4(2), 228-253. doi: 10.1007/s40753-017-0059-0 [Online version published 30 June 2017.]
Moore, R. C., Byrne, M., Fukawa-Connelly, T., & Hanusch, S. 2016. Interpreting proof feedback: Do our students know what we’re saying? In T. Fukawa-Connelly, N. Infante, M. Wawro, and S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1150-1157).
Moore, R. C., Byrne, M., Fukawa-Connelly, T., & Hanusch, S. 2016. Interpreting proof feedback: Do our students know what we’re saying? In T. Fukawa-Connelly, N. Infante, M. Wawro, and S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1150-1157).
Moore, R. C. 2016. Mathematics professors’ evaluation of students’ proofs: A complex teaching practice. International Journal of Research in Undergraduate Mathematics Education, 2(2), 246-278. doi:10.1007/s40753-016-0029-y
Moore, R. C. 2014. What constitutes a well-written proof? In T. Fukawa-Connelly, G. Karakok, K. Keene, and M. Zandieh (Eds.), Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education, Denver, Colorado.
Savic, M., Moore, R. C., & Mills, M. 2014. Mathematicians’ views on transition-to-proof and advanced mathematics courses. In T. Fukawa-Connelly, G. Karakok, K. Keene, and M. Zandieh (Eds.), Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education, Denver, Colorado.
Moore, R. C. (2013, May-June). Measuring a circle: A math lesson for grades 5-10. The Journal of Adventist Education, 75(4):30-33.
Moore, R. C. 1995. Visualizing the group homomorphism theorem. College Mathematics Journal, 26:143.
Moore, R. C. 1994. Making the transition to formal proof. Educational Studies in Mathematics, 27:249-266.
Moore, R. C. 1986. Doubling: Real, complex, quaternion, and beyond . . . Well, maybe. College Mathematics Journal, 17:342-343.
Professional Journal/Periodical Articles
Moore, R. C. 2001. Nurturing faith in math class. Journal of Adventist Education Summer, 35-37.
Moore, R. C. 1994. Teaching number sense in the elementary school. Journal of Adventist Education, 56(3):12-17.
Moore, R. C. 1994. Engaging elementary students in geometry and measurement. Journal of Adventist Education, 56(3):34-37.
Hodgson, T. R., & Moore, R. C. 1994. Contemporary ideas for teaching secondary-level mathematics. Journal of Adventist Education, 56(3):44-46.
Moore, R. C., & Zilliox, J. T. 1989. Geometry and measurement in the elementary school. Elementary Mathematician, 3(1):10-11.
Matos, J. M., & Moore, R. C. 1989. Taxicab geometry. Reflections, 37(1):5-7.
