Bio
No activities entered.
Interests
No activities entered.
Courses
2024-25 Courses
-
Col Alg Cncpts+Aplcns
MATH 112 (Fall 2024) -
Vector Calculus
MATH 223 (Fall 2024)
2023-24 Courses
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Calculus Preparation
MATH 120R (Spring 2024) -
First-Semester Calculus
MATH 122B (Spring 2024) -
Math of Bio-Systems
MATH 119A (Spring 2024) -
Calculus Preparation
MATH 120R (Fall 2023) -
Functions for Calculus
MATH 122A (Fall 2023) -
Math of Bio-Systems
MATH 119A (Fall 2023)
2022-23 Courses
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Calculus I SI Seminar
MATH 196M (Spring 2023) -
Calculus Preparation
MATH 120R (Spring 2023) -
Math of Bio-Systems
MATH 119A (Spring 2023) -
Vector Calculus
MATH 223 (Spring 2023) -
Calculus Preparation
MATH 120R (Fall 2022) -
First-Semester Calculus
MATH 122B (Fall 2022) -
Functions for Calculus
MATH 122A (Fall 2022) -
Intro to General Ed Experience
UNIV 101 (Fall 2022) -
Vector Calculus
MATH 223 (Fall 2022)
2021-22 Courses
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Vector Calculus
MATH 223 (Summer I 2022) -
Calculus Preparation
MATH 120R (Spring 2022) -
Functions for Calculus
MATH 122A (Spring 2022) -
Vector Calculus
MATH 223 (Spring 2022) -
Calculus Preparation
MATH 120R (Fall 2021) -
First-Semester Calculus
MATH 122B (Fall 2021) -
Functions for Calculus
MATH 122A (Fall 2021)
2020-21 Courses
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Calculus Preparation
MATH 120R (Spring 2021) -
Functions for Calculus
MATH 122A (Spring 2021) -
Calculus Preparation
MATH 120R (Fall 2020) -
First-Semester Calculus
MATH 122B (Fall 2020)
2019-20 Courses
-
Calculus Preparation
MATH 120R (Summer I 2020) -
Calculus Preparation
MATH 120R (Spring 2020) -
Functions for Calculus
MATH 122A (Spring 2020) -
Col Alg Cncpts+Aplcns
MATH 112 (Fall 2019)
Scholarly Contributions
Journals/Publications
- Lanius, M., Jones, T. R., Kao, S., Lazarus, T., & Farrell, A. (2022). Unmotivated, Depressed, Anxious: Impact of the COVID-19 Emergency Transition to Remote Learning on Undergraduates’ Math Anxiety. Journal of Humanistic Mathematics. doi:10.5642/jhummath.202201.11More infoIn summer 2020, we invited the 6761 undergraduate students who took a Spring 2020 math course at the University of Arizona to participate in a survey, with 13% responding. We asked about their experience with the emergency transition to remote learning and measured their math anxiety before and after the transition using the well-established Abbreviated Math Anxiety Scale(AMAS). “Unmotivated, depressed, anxious” are the words one undergraduate used to describe their emergency transition to remote learning. Our results indicate that limited access to quality technology and inadequate communication with an instructor were the two greatest predictors for an increase in math anxiety after the emergency transition to remote learning. These results may encourage instructors to foster community with their students, especially during emergency remote learning.
- Lazarus, T. C., Farrell, A. P., Kao, S., Jones, T., & Lanius, M. D. (2022). Unmotivated, Depressed, Anxious: Impact of the COVID-19 Emergency Transition to Remote Learning on Undergraduates’ Math Anxiety. Journal of Humanistic Mathematics, 12(1), 148-171. doi:10.5642/jhummath.202201.11
- Lazarus, T. C., Lanius, M. D., Farrell, A. P., Jones, T., Kao, S., Kao, S., Jones, T., Farrell, A. P., Lanius, M. D., & Lazarus, T. C. (2020). Unmotivated, Depressed, Anxious: Impact of the COVID-19 Emergency Transition to Remote Learning on Undergraduates’ Math Anxiety. Journal of Humanistic Mathematics.