Dr. James Vicich
Professor of Mathematics, Contact at james.vicich@sccmail.maricopa.edu

Publications

Vicich (2007). Conceptual understanding, problem solving, communication, and assessment meet at the board.  Mathematics Teacher, Feb..  (This article contains connections between research and practice using the instructional technique of paired-board work.)

Keywords: Paired-board work

Link to Mathematics Teacher:  http://my.nctm.org/eresources/journal_home.asp?journal_id=2

Vicich (2006). Characteristics of Undergraduate Developmental Algebra Students'
Problem-Solving Performance.  Research in developmental education, V(20), Issue 3.

Full text available at website: www.ncde.appstate.edu

Keywords: Problem Solving, Undergraduate, Developmental, Algebra, Taxonomy

ABSTRACT:  This study investigated the problem-solving behaviors of seven undergraduate developmental algebra students enrolled in a one-semester course at a two-year community college.  The primary assessment was analysis of three forty-five-minute, videotaped sessions that recorded students? mathematical problem-solving performance on four different tasks.  Each taped session included a follow-up interview which allowed the researcher to probe students? perceptions, beliefs, and meanings.  The analysis of problem-solving behaviors included the categories of resource knowledge, engagement, planning, monitoring/control, heuristic strategies, verification, beliefs, and mathematical habits.  A three-tiered taxonomy of student problem-solving performance emerged which included the categories of sufficient, limited, and obstructed.  In this article, case studies illustrate the qualitative difference between the three levels of performance.  Students in the sufficient category consistently performed better in the categories of resource knowledge, control, and verification.  Students whose problem-solving performance was classified as obstructed often had difficulty accessing resource knowledge and demonstrated ineffective or no monitoring abilities.  Students? performance in the limited category fell between sufficient and obstructed.  Implications for instruction are discussed.

AMATYC (2006). Beyond Crossroads: Implementing Mathematics Standards in the First Two Years of College.  (Contributing Author, Chapter 4.)

Grants

2004-2006    (K - 12) C-Cubed: Raising Expectations of Mathematics through teachers' increased Conceptual Understanding, Competence, and Confidence.  Scottsdale School District, Gila River Community Schools,  and Salt River Community Schools. ($278,000) ADE/NSF Funding

2006-2007    (K - 8) C-Cubed: Raising Expectations of Mathematics through teachers' increased Conceptual Understanding, Competence, and Confidence.  Deer Valley School District, Gila River Community Schools, and Salt River Community Schools. ($378,000) ADE/NSF Funding

Current Professional Activities

Providing professional development workshops for K-12 teachers of mathematics with emphasis on improved students' AIMS scores and increased problem-solving skills of teachers and students.