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 Algebraic and Arithmetic Geometry
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Publications Related To Teaching
Publications Related to Teaching:
 Menz, P. & Mulberry, N. (2019). Open Source Differential and Integral Calculus Material Development to Support Student Accessibility and Learning, Proceedings of the 15th International Conference of The Mathematics Education for the Future Project, August 49, Maynooth University, Kildare, Ireland.
 Menz, P. & Sinclair, N. (2017) Diagramming and gesturing during mathematizing: Kinesthetic and haptic interactions support mathematical ideation. In N. Presmeg, L. Radford, W.M. Roth, G. Kadunz & L. Puig (Eds.), ICME13 Monographs: Signs of signification in mathematics education research: Semiotics in mathematics education (1st ed., Vol. 1, pp. 315334). Dordrecht, The Netherlands: Springer.
 Menz, P., & Xin, C. (2016). Making Students' Metacognitive Knowledge Visible through Reflective Writing in a MathematicsforTeachers Course. Collected Essays on Learning and Teaching, 9, 155166. http://dx.doi.org/10.22329/celt.v9i0.4426
 Menz, P., Xin, C., & Li, J. (2015). Design of Online Metacognitive Activity in a PostSecondary MathematicsforTeachers Course, Proceedings of the 13th International Conference of The Mathematics Education for the Future Project, September 1621, Sicily, Italy. Retrieved from
http://directorymathsed.net/public/CataniaConferenceDocuments&Papers/Proceedings/All%20PapersInPDF/MENZ.pdf.  Menz, P. (2015). Unfolding of Diagramming and Gesturing between Mathematics Graduate Student and Supervisor during Research Meetings. (Doctoral dissertation, Simon Fraser University).
 Menz, P., Xin, C., & Li, J. (2015). Using Reflective Activity to Improve Student Metacognition and Attitudes in PostSecondary Education, Unpublished conference proceedings of the Society for Teaching and Learning in Higher Education Conference  Achieving Harmony: Tuning into Practice, June 1619, Vancouver, Canada. Retrieved from http://www.sfu.ca/math/people/faculty/petra_menz.html.
 Menz, P., & Jungic, V. (2015). A University Math Help Centre as a Support Framework for Students, the Instructor, the Course, and the Department. Journal of University Teaching & Learning Practice, 12(1), 7.
 Jungic, V., Kent, D., & Menz, P. (2012). On Online Assignments in a Calculus Class. Journal of University Teaching & Learning Practice, 9(1), 3.
 Jungic, V., Kent, D., & Menz, P. (2009). Creating and Utilizing Online Assignments in a Calculus Class. Proceedings of the 7th International Conference of The Mathematics Education for the Future Project (pp. 287290), September 1117, Dresden, Germany.
 Menz, P., Jungic, V., Wiebe, A. (2009). Yes or No to Clickers in a Large Calculus Course Based on Instructor and Student Feedback Analysis, Proceedings of the 34th Improving University Teaching International Conference, July 1417, Vancouver, Canada.
 JungiÄ‡, V., Kent, D., Menz, P. (2006). Teaching Large Math Classes: Three Instructors  One Experience, International Electronic Journal of Mathematics Education, 1(1), 115.
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