Digital Experiences in Mathematics Education is a premier outlet for original, peer-reviewed research on technology use in mathematics education. The aim of this journal is to understand and enhance changes in the nature of worthwhile mathematical work that can be performed by learning with digital technologies. Trocki’s article was co-authored by Hollebrands, associate dean for research and innovation at N.C. State University.

Trocki, A. & Hollebrands, K. (2025). Examining the Effects of Teachers’ Engagement with a Dynamic Geometry Task Analysis Framework on their Written Geometry Tasks. Digital Experiences in Mathematics Education, 1 – 24. https://doi.org/10.1007/s40751-025-00190-z

As a member of the NC PKAL Steering Committee, Associate Professor Aaron Trocki, designed and moderated the panel session. Panel speakers shared curricular innovations and strategies for harnessing the educative potential of Generative Artificial Intelligence in STEM. Conference participants discussed how to adapt these innovations to their own teaching practices.

Project Kaleidoscope is the American Association of Colleges & University’s center of STEM higher education reform.

He shared his creation process and piloting of a framework for faculty to purposefully address artificial intelligence in assessment practices. This work is part of his larger project as Elon’s Center for Engaged Learning Faculty Scholar for 2023-2025.

He is also appreciative of the travel support received from the Center for the Advancement of Teaching and Learning. He looks forward to using what was learned at this conference to improve teaching and learning and Elon.

Associate Professor of Mathematics Aaron Trocki was invited to deliver the featured workshop, “Strategies for Incorporating Generative AI into Undergraduate STEM Teaching and Learning,” at the Artificial Intelligence in Undergraduate STEM Education Conference sponsored by the American Association of Colleges and Universities and hosted by North Carolina Central University and Wake Technical Community College.

He shared his ongoing work as a Center for Engaged Learning Scholar on models of assessment and feedback in relation to generative artificial intelligence.

Loftis is a doctoral candidate in mathematics education at N.C. State. She has been completing an internship with Trocki this academic year to prepare her to teach and supervise middle grades and secondary mathematics student teachers. Part of their collaboration involved creating a case-study leadership project where pre-service teachers analyzed teaching through a relationship model of leadership.

Loftis shared their peer-reviewed report, “Supporting Pre-Service Mathematics Teachers in Developing Digital Leadership.” The roundtable discussion included details on this curriculum resource and pre-service teachers’ learning particularly related to how teachers use digital technology to support and enhance student learning. She reflected, “I was most excited about being around other teacher educators [and] interested in learning about what other institutions are doing to prepare their students for a future in education.”

This work originated in Trocki’s role as a Leadership Faculty Scholar (2022-23) in Elon’s Center for Leadership.

Lauren Beuerle ’25, Emily Elowitch ’24 and Associate Professor Kristen Mazur gave presentations at the MAA Southeast Section Meeting on March 14-16.

Beuerle, a Lumen Scholar and an Honors Fellow, shared her research in a poster titled, “Mathematical Modeling of COVID-19 Transmission with Focus on Asymptomatic Carriers and Vaccination Schedules.” Her research is mentored by Dr. Karen Yokley who also contributed as a judge in the undergraduate poster session.

Elowitch shared research with her poster, “Effects of Multimodal Writing Assignments on Perceptions of Learning in a Calculus I Course.” Her research is mentored by Associate Professor Aaron Trocki who also attended the conference.

Mazur delivered her presentation, “The Positive Impacts of Self-Assessed Homework Assignments in Calculus 1,” under the themed session, “Active Learning in Undergraduate Mathematics.”

He shared the results of a pedagogical intervention in applied calculus. This work was supported by a summer scholarship from the Center for Writing Excellence at Elon.

He shared results of a curriculum revision project in Calculus I. This work was supported by a summer scholarship from the Center for Writing Excellence at Elon.

Brittany Riggs, Emily Elrod and Aaron Trocki delivered the oral presentation, “Applying Calculus with Culturally Relevant Pedagogies,” which represents joint work with Elon colleagues Larry Cantwell, Dan Flores and Nancy Scherich. Presenters shared research on a curriculum revision project in Applied Calculus courses at Elon. This work is supported by a CATL Teaching & Learning Grant and funds from the College of Arts and Sciences’ HHMI Inclusive Excellence Grant.

Kristen Mazur gave a talk “Do and Review: Facilitating Learning Through Self-Assessed Homework Assignments” in which she discussed her research on Calculus 1 student perceptions of a homework system that allows students to self-assess their assignments. Her work is in collaboration with faculty at California State University, Dominguez Hills, and her travel to MathFest was supported by a CATL Teaching Conference Reimbursement Grant.

Associate Professor of Mathematics Aaron Trocki and mathematics with teacher licensure major Isabelle Stimson ’23 were selected to present on their peer-reviewed paper entitled, “Teachers’ Perceptions of Technology Integration in In-Person and Virtual Mathematics Classrooms.”

The presentation included data and findings on International Baccalaureate Secondary Teachers’ beliefs and perceptions of classroom technology integration. This publication represents a culminating piece of Stimson’s Lumen Scholar research.

Trocki, A. & Stimson, I. (2023). Teachers’ Perceptions of Technology Integration in In-Person and Virtual Mathematics Classrooms. In Elizabeth Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1358-1365). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE).