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Nirmala Naresh

Title: Associate Professor

Department: Mathematics

College: College of Science

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Illinois State University, 2008
    Major: Mathematics Education
    Dissertation: Workplace Mathematics of Bus Conductors in Chennai, India
  • MPhil, University of Madras, 1995
    Major: Mathematics
  • MSc, University of Madras, 1994
    Major: Mathematics
  • BS, University of Madras, 1992
    Major: Mathematics

Current Scheduled Teaching

MATH 1710.400Calculus IFall 2024 Syllabus

Previous Scheduled Teaching

MATH 1710.400Calculus ISpring 2024 Syllabus SPOT
MATH 2100.001Functions and Modeling for Secondary Mathematics InstructionSpring 2024 Syllabus SPOT
MATH 4050.001Advanced Study of the Secondary Mathematics CurriculumFall 2023 Syllabus SPOT
MATH 2900.001Special ProblemsFall 2023
MATH 1190.009Business CalculusSpring 2023 Syllabus SPOT
MATH 4050.001Advanced Study of the Secondary Mathematics CurriculumFall 2022 Syllabus SPOT
MATH 2100.001Functions and Modeling for Secondary Mathematics InstructionFall 2022 Syllabus SPOT
MATH 1350.001Mathematics for Elementary Education Majors ISpring 2022 Syllabus SPOT
MATH 2100.001Functions and Modeling for Secondary Mathematics InstructionFall 2021 Syllabus SPOT
MATH 1350.001Mathematics for Elementary Education Majors IFall 2021 Syllabus SPOT
MATH 1710.620Calculus ISpring 2021 Syllabus SPOT
MATH 1350.002Mathematics for Elementary Education Majors ISpring 2021 Syllabus SPOT
MATH 1351.003Mathematics for Elementary Education Majors IISpring 2021 Syllabus SPOT
MATH 2100.001Functions and Modeling for Secondary Mathematics InstructionFall 2020 Syllabus SPOT
MATH 1351.003Mathematics for Elementary Education Majors IIFall 2020 Syllabus SPOT
MATH 1650.620Pre CalculusFall 2020 Syllabus SPOT
MATH 1720.120Calculus IISummer 5W2 2020 Syllabus SPOT
MATH 1720.121Calculus IISummer 5W2 2020 Syllabus
MATH 1720.122Calculus IISummer 5W2 2020 Syllabus
MATH 1720.621Calculus IISpring 2020 Syllabus
MATH 2100.001Functions and Modeling for Secondary Mathematics InstructionSpring 2020 Syllabus
MATH 1351.002Mathematics for Elementary Education Majors IISpring 2020 Syllabus
MATH 1351.003Mathematics for Elementary Education Majors IISpring 2020 Syllabus
MATH 1710.621Calculus IFall 2019 Syllabus SPOT
MATH 2100.001Functions and Modeling for Secondary Mathematics InstructionFall 2019 Syllabus SPOT
MATH 1351.002Mathematics for Elementary Education Majors IIFall 2019 Syllabus SPOT
MATH 1351.003Mathematics for Elementary Education Majors IIFall 2019 Syllabus SPOT
MATH 1710.110Calculus ISummer 5W1 2019 Syllabus SPOT
MATH 1710.111Calculus ISummer 5W1 2019
MATH 1710.112Calculus ISummer 5W1 2019
MATH 1710.113Calculus ISummer 5W1 2019
MATH 1710.114Calculus ISummer 5W1 2019
MATH 1720.110Calculus IISpring 2019 Syllabus SPOT
MATH 1720.111Calculus IISpring 2019 Syllabus
MATH 1720.112Calculus IISpring 2019 Syllabus
MATH 1720.113Calculus IISpring 2019 Syllabus
MATH 1350.001Mathematics for Elementary Education Majors ISpring 2019 Syllabus SPOT
MATH 1351.002Mathematics for Elementary Education Majors IISpring 2019 Syllabus SPOT
MATH 1190.011Business CalculusFall 2018 Syllabus SPOT
MATH 2100.001Functions and Modeling for Secondary Mathematics InstructionFall 2018 Syllabus SPOT
MATH 1350.002Mathematics for Elementary Education Majors IFall 2018 Syllabus SPOT
MATH 1351.002Mathematics for Elementary Education Majors IIFall 2018 Syllabus SPOT
MATH 1351.001Mathematics for Elementary Education Majors IISummer 5W2 2018 Syllabus SPOT
MATH 1710.130Calculus ISpring 2018 Syllabus SPOT
MATH 1710.131Calculus ISpring 2018 Syllabus
MATH 1710.132Calculus ISpring 2018 Syllabus
MATH 1710.133Calculus ISpring 2018 Syllabus
MATH 2100.001Functions and Modeling for Secondary Mathematics InstructionSpring 2018 Syllabus SPOT
MATH 1351.002Mathematics for Elementary Education Majors IISpring 2018 Syllabus SPOT
MATH 1351.003Mathematics for Elementary Education Majors IISpring 2018 Syllabus SPOT
MATH 2100.001Functions and Modeling for Secondary Mathematics InstructionFall 2017 Syllabus SPOT
MATH 1350.001Mathematics for Elementary Education Majors IFall 2017 Syllabus SPOT
MATH 1350.002Mathematics for Elementary Education Majors IFall 2017 Syllabus SPOT
MATH 1351.003Mathematics for Elementary Education Majors IIFall 2017 Syllabus SPOT
MATH 2100.001Functions and Modeling for Secondary Mathematics InstructionSpring 2017 Syllabus SPOT
MATH 1351.001Mathematics for Elementary Education Majors IISpring 2017 Syllabus SPOT
MATH 1351.002Mathematics for Elementary Education Majors IISpring 2017 Syllabus SPOT
MATH 1351.003Mathematics for Elementary Education Majors IISpring 2017 Syllabus SPOT
MATH 1350.001Mathematics for Elementary Education Majors IFall 2016 Syllabus SPOT
MATH 1350.002Mathematics for Elementary Education Majors IFall 2016 Syllabus SPOT
MATH 1351.002Mathematics for Elementary Education Majors IIFall 2016 Syllabus SPOT
MATH 1351.003Mathematics for Elementary Education Majors IIFall 2016 Syllabus SPOT

Published Intellectual Contributions

    Abstracts and Proceedings

  • Naresh, N., Desai, S., Kurtz, B. (2022). Book of abstracts of the 7th International conference on Ethnomathematics.
  • Naresh, N. (2021). An MTE Collective to (Re)humanize Mathematics in Preservice Teacher Education Courses. Journal of Mathematics Teacher Education in Texas. 11 (2) 2. Journal of Mathematics Teacher Education in Texas. https://amte-tx.com/wp-content/uploads/2021/09/JMTET-Summer-2021-Final-Draft.pdf
  • Book Chapter

  • Naresh, N. (2020). (How) Am I doing mathematics? Using Concomitant Perceptions to Uncover the Hidden Mathematical Practices. Chahine, I.C., & de Beer, J. (Eds.) (in press). Evidence-Based Inquiries in Ethno-STEM Research: Investigations in Knowledge Systems across Disciplines and Transcultural Settings. Charlotte, NC: Information Age Publishing Inc.
  • Narsh, N., Kasmer, L. (2018). Using ethnomathematics perspective to widen the vision of mathematics teacher education curriculum.. Toward Equity and Social Justice in Mathematics Education, Research in Mathematics Education Series, Springer.
  • Naresh, N., Poling, L., Espy, T.G. (2015). Using Technology to Rethink the Intersection of Statistics Education and Social Justice. Improving K-12 STEM Education Outcomes through Technological Integration. Advances in Early Childhood and K-12 Education.
  • Conference Proceeding

  • Naresh, N., Magiera, M., DuCloux, K., Cavey, L., Hopkins, T., Roberson, L. (2023). The Story of VCAST-SIG: Collaborative Approaches that enhance MTE Professional Knowledge and Teacher Learning. Lamberg, T., & Moss, D. (2023). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol 1). University of Nevada, Reno.. 8. Nevada, Reno, http://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf.
  • Naresh, N., Desai, S., Kurtz, B. (2022). Teachers as Math walk Tour designers: Embracing an ethnomathematics perspective to connect academic mathematics and out-of-school contexts. Proceedings of the 7th International conference on ethnomathematics. 7. https://www.researchgate.net/publication/366008936_ICEm_-7_The_7th_International_Conference_on_Ethnomathematics_Book_of_Abstracts_Editors
  • Naresh, N., Eddy, C.M., Naresh, K.M. (2022). Mathematics teacher educators' reflections on their own practice of equity and justice with teacher candidates. Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J., Strayer, J., & Drown, S. (2022). Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University.. 8. Nashville, Tennessee, Middel Tennessee State University. http://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf.
  • Naresh, N., Cavey, L., DuCloux, K., , T.T. (2021). Eliciting dispositions for teaching in the context of a video-based intervention for secondary teacher candidates. Olanoff, D., Johnson, K., & Spitzer, S. M. (2021). Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Philadelphia, PA. http://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf
  • Naresh, N., Tracy, G., Lisa, P. (2017). Using CME to Empower Prospective Teachers (and Students) emerge as Mathematics Modellers. Proceedings of the 9th International Conference of Mathematics, Education, and Society.
  • Goodson-Espy, T., Naresh, N., Poling, L. (2016). Critical Mathematics Education: Extending the borders of mathematics teacher education. Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA). 8.
  • Journal Article

  • Naresh, N., Chahine, I.C. (2021). In The Footsteps of Paulus Gerdes: Narrative Portrayal of Belonging, Being, and Becoming Ethnomathematics Scholars. Journal of Mathematics and Culture (JMC )Special Edition-A Tribute to Paulus Gerdes. https://journalofmathematicsandculture.wordpress.com/
  • Naresh, N., Morton, K.L., Eddy, C.M. (2021). An MTE collective to (re)Humanize mathematics in preservice teacher education courses.. Journal of Mathematics Teacher Education in Texas. 11 (2)
  • Yang, Z., Naresh, N., Edwards, M.T. (2020). Engineering Calculus: Fostering Engagement and Understanding in a Virtual Setting.. 8. Coppell, https://advances.asee.org/aee-covid-19-home-page/
  • Poling, L., Naresh, N., Espy, T. (2018). Empowering Mathematicians through Modeling. Mathematics teaching in the Middle School.
  • Naresh, N. (2015). A stone or a sculpture - It is all in your perception. International Journal of Science and Mathematics Education. 13 (6) 1567-1588. Springer Nature. http://dx.doi.org/10.1007/s10763-014-9549-6
  • Naresh, N., Suzanne R. Harper, Jane M. Keiser, Norm Krumpe. (2014). Probability Explorations in a Multicultural Context. The Mathematics Teacher. 108 (3) 184. National Council of Teachers of Mathematics. http://dx.doi.org/10.5951/mathteacher.108.3.0184
  • Worley, J., Naresh, N. (2014). Heterogeneous Peer-Tutoring: An Intervention That Fosters Collaborations and Empowers Learners. Middle School Journal. 46 (2) 26-32. Informa UK Limited. http://dx.doi.org/10.1080/00940771.2014.11461907
  • Naresh, N., Bridget Royce. (2013). Dropping in on the Math of Plinko. Other. 19 (4) 214. National Council of Teachers of Mathematics. http://dx.doi.org/10.5951/mathteacmiddscho.19.4.0214
  • Newsletter

  • Naresh, N. (2021). A tribute to Ubi D'Ambrosio. International Study Group on Ethnomathematics (ISGEm) Newsletter Special Edition - Triubte to Ubiratan D'Ambrosio. https://isgem.wordpress.com/117-2/

Contracts, Grants and Sponsored Research

    Grant - Research

  • Naresh, N. (Principal), Cockerham, D.P. (Co-Principal), "Artificial Intelligence in Mathematics Education (AI-MATE)," sponsored by University of North Texas, University of North Texas, $10000 Funded. (2024).
  • Naresh, N. (Co-Principal), "Recruitment, Readiness, and Retention of Engineering, Mathematics, and Science Teachers (R3STEM)," sponsored by NSG 2345066 (DUE), Federal, $2476112 Funded. (2024 - 2030).
  • Grant - Teaching

  • Petros, A. (Principal), Naresh, N. (Co-Principal), Fortney, B.S. (Co-Principal), Neogi, P. (Co-Principal), Kinyanjui, S. (Co-Principal), "Faculty-Initiated Redesign of STEM Teaching for all Students (FIRSTS) - Team Mentoring Grant," sponsored by University of North Texas, Local, $5000 Funded. (2021 - 2022).
  • Naresh, N. (Principal), Prein, J. (Supporting), "Math 1350 OER summer grant," sponsored by UNT, Local, $4500 Funded. ( - 2021).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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