Cardetti’s Research

(Photo by Shawn Kornegay)

I earned my PhD in mathematics from Louisiana State University. In my postdoctoral years at the University of Connecticut I continued to work in control theory on Lie groups and also worked on partial differential equations that model biological processes. My current research interests are in Mathematics Education, including college mathematics teaching and learning, mathematics teacher education, and K-12 mathematics education. A major part of my work involves interdisciplinary collaborations across disciplines for the improvement of education across all levels.

In particular, my work examines:

  • The development of mathematical reasoning and communication (written and oral) skills at the K-16 levels
  • Characteristics and advancement of Argumentation and Proof at the K-16 levels
  • Improvement of the mathematics education of Students with Learning Differences at all levels, K-20
  • Equitable mathematics practices at all levels, K-20
  • Development of Mathematical Knowledge for Teaching of preservice and inservice teachers
  • Professional learning of Mathematics Teacher Leaders
  • The interplay between Intercultural Competence, Intercultural Citizenship, Intellectual Humility, and Mathematics education at the K-20 level
  • Supports that enhance the Professional Development of STEM Graduate Teaching Assistants

Details for funded projects can be found under Grant Funded Projects.
Contact me for further details about these initiatives or to discuss other important ideas!

SCHOLARLY PUBLICATIONS & CONTRIBUTIONS

Peer-reviewed Publications [PR]
  • Staples, M., Cardetti, F., Kersaint, G., Michalek, J. (2024) Advancing Pedagogy and Leadership Among Experienced Secondary Mathematics Teachers in Under-Resourced Districts. [Poster]. 15th International Congress on Mathematical Education, ICC Sidney, Australia [PR]
  • Colonnese, M. W., Cardetti, F., & Casa, T. (2024). Elementary students’ argumentative and explanatory mathematical writing about fractions. School Science and Mathematics, 1–14. https://doi.org/10.1111/ssm.1830214 [PR]
  • Colonnese, M. W. and Cardetti, F. (2024). A Mathematics Intervention to Engage Elementary Students in Mathematical Writing. In M. Colonnese, T. Casa, & F. Cardetti (Eds.), Illuminating and Advancing the Path for Mathematical Writing Research (pp. 193-208). IGI Global. https://doi.org/10.4018/978-1-6684-6538-7.ch010 [PR]
  • Casa, T. M., Cardetti, F., & Colonnese, M. W. (2024). Framing Our Understanding of Mathematical Writing. In M. Colonnese, T. Casa, & F. Cardetti (Eds.), Illuminating and Advancing the Path for Mathematical Writing Research (pp. 1-14). IGI Global. https://doi.org/10.4018/978-1-6684-6538-7.ch001 [PR]
  • BOOK: Colonnese, M. W., Casa, T. M., & Cardetti, F. (Eds.). (2024). Illuminating and Advancing the Path for Mathematical Writing Research. IGI Global. https://doi.org/10.4018/978-1-6684-6538-7
  • Fraeze, J., Cardetti, F., Cavana, J. & Staples, M. (2023). Opportunities for learning: Thin slicing content with variation. Psychology of Mathematics Education-North American Chapter PME-NA, Vol. 45. [PR]
  • Rauschert, P. and Cardetti, F. (2022). Fostering Democratic Competences in Learners: An Interdisciplinary International Experience. Iranian Journal of Language Teaching Research, 10(3), JR_IJLTR-10-3_003. [PR]
  • Cardetti, F., Wagner, M., Selampinar, F., Brückner, C., & Peczuh M. (2022) Intercultural Competence for International Teaching Assistants: Embracing Cultural Differences for an Improved Inclusive Undergraduate Student Learning Experience in Chemistry. Journal of Chemical Education, 99, 317–322. DOI: 10.1021/acs.jchemed.1c00417 [PR]
  • Oleksak, R. and Cardetti, F. (2022). Engaging Educators: Facilitating Interdisciplinary Communities of Practice in the USA. In Eds. McConachy, T., Golubeva, I., & Wagner, M. Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives and Practices. (pp. 250–267). Multilingual Matters. [PR]
  • Sundstrom, M. and Cardetti, F. (2021) Exploring the introductory physics classroom through the lens of intellectual humility: Handling what you do not know. Physical Review Physics Education Research, 27 (2), 020135. DOI: 10.1103/PhysRevPhysEducRes.17.020135 [PR]
  • Rauschert, P. and Cardetti, F. (Eds.). (2020) Danger of a Single Picture: A storybook about Multiple Perspectives. Munich, Germany & Connecticut, USA: Authors.
  • Casa, T. M., Colonnese, M. W., Cardetti, F., & Firmender, J. M. (2020). Developing mathematical writers: Multiplying students’ potential. [A 25-day unit] Connecticut, USA: Authors.
  • Casa, T., Cardetti, F., & Gilson, C. (2020). An Exploration of Conferences Between a Preservice and Inservice Teacher About Mathematical Discourse. The Teacher Educator, 55 (1), 66-87, DOI: 10.1080/08878730.2019.1672228 [PR]
  • BOOK: Wagner, M., Cardetti, F., Byram, M. (2019) Teaching Intercultural Citizenship Across the Curriculum. New York: American Council on the Teaching of Foreign Languages.
  • Sundstrom, M. and Cardetti, F. (2019) How do interactive physics learning environments foster Intellectual Humility? Bulletin of the American Physical Society, 28(2), Boston, MA. [PR]
  • Cardetti, F., Wagner, M., and Byram, M. (2019). Intercultural citizenship as a framework for advancing quantitative literacy across disciplinary boundaries. In Tunstall, L., Piercey, V., & Karaali, G. (Eds.), Shifting Contexts, Stable Core: Advancing Quantitative Literacy in Higher Education. (pp. 27-36). Washington: Mathematical Association of America. [PR]
  • Cardetti, F., and LeMay, S. (2019). Argumentation: Building Students’ Capacity for Reasoning Essential to Learning Mathematics and Sciences. PRIMUS Special Issue: Interdisciplinary Conversations. 29(8), 775-798, DOI: 10.1080/10511970.2018.1482581 [PR]
  • Haire, M., and Cardetti, F. (2018). Investigating Factors that Influence the Peer Tutoring Experience in Mathematics. Northeastern Educational Research Association Conference Proceedings, Paper 6. [PR]
  • Wagner, M., Cardetti, F., Byram, M. (2018). The Humble Linguist: Enriching Education for Intercultural Citizenship and Intellectual Humility. In E. M. Luef and M. M. Marin (Eds.), The talking species: Perspectives on the evolutionary, neuronal and cultural foundations of language. Graz: Unipress. pp. 419-443. [PR]
  • Wagner, M., Cardetti, F., Byram, M. (2016). Exploring Collaborative work for the creation of interdisciplinary units centered on intercultural citizenship. Dimensions, Special Issue: Focus on Intercultural Competence, 35–52. [PR]
  • Invited Research Contributor for Competences for Democratic Culture: Living Together as Equals in Culturally Diverse Democratic Societies. Strasbourg: Council of Europe Publishing. Authored by Barrett, M. (2016). http://www.coe.int/en/web/education/competences-for-democratic-culture
  • Wagner, M., Cardetti, F., Byram, M. with Bohling A. (2016). Unit: Understanding Different Scenarios in Immigration. InterCom. Center for Applied Second Language Studies: University of Oregon. Content No. 21365.
  • Wagner, M., Cardetti, F., and Byram, M. (2016). Developing Intercultural Communicative Competence in the World Language Classroom and Beyond. InterCom. Center for Applied Second Language Studies: University of Oregon. Content No. 21294.
  • Casa , T. M., Firmender, J. M., Cahill, J., Cardetti, F., Choppin, J. M., Cohen, J., et al. (2016). Types of and purposes for elementary mathematical writing: Task force recommendations, 27 pages. NSF/EHR ID: 1545908.
  • Cardetti, F., Wagner, M., and Byram, M. (October 2015). Interdisciplinary  Collaboration  to  Develop  Intercultural  Competence  by  Integrating  Math, Languages, and Social  Studies. Northeastern Educational Research Association Conference Proceedings, Paper 7. [PR]
  • Cardetti, F., Christodoulopoulou, K., and Pon, S. (2014). Exploring students’ questions from online video lectures. In  T. Fukawa-Connelly, G. Karakok, K. Keene, and M. Zandieh (Eds.), Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education, Denver, Colorado, 440-444. [PR]
  • Cardetti, F. and Truxaw, M. P. (2014). Toward Improving the Mathematics Preparation of Elementary Preservice Teachers. School Science and Mathematics, 114(1), 1-9. [PR]
  • Cardetti, F. and Orgnero M. (2013). Improving teaching practice through interdisciplinary dialogue. Studying Teacher Education, 9, 251–266. [PR]
  • Cardetti, F., Pon, S., and Christodoulopoulou, K. (2013). Flipped Classrooms in College: Calculus Student’s Perceptions and Performance. In Gómez Chova, L., López Martínez, A., and Candel Torres, I. (Eds.), Proceedings to EDULEARN13 International Conference on Education and New Learning Technologies, Barcelona, Spain, 5793–5800. [PR]
  • Liang, S., Glaz, S., DeFranco, T., Vinsonhaler, C., Grenier, R., and Cardetti, F. (2013). An examination of the preparation and practice of grades 7-12 mathematics teachers from the Shandong Province in China. Journal of Mathematics Teacher Education, 16, 149–160. [PR]
  • Cardetti, F. and McKenna, P. J. (2012). Anatomy of a multi-section calculus semester: A students-eye view. Problems, Resources, and Issues in Mathematics Undergraduate Studies PRIMUS, 22(2), 134–151. [PR]
  • Cardetti, F. (2011). Contributing to self-efficacy perceptions of elementary preservice teachers through math content courses. In Wiest, L. R., and Lamberg, T. (Eds.), Proceedings of the thirty-third Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV: University of Nevada, Reno, 1358–1366. [PR]
  • Cardetti, F., Truxaw, M. P., and Bushey C. (2011). Impact of mathematics content courses on elementary preservice teachers’ confidence in teaching mathematics. Connecticut Mathematics Journal, Fall 2011, 2–17. [PR]
  • Savkar A. and Cardetti F. (2011). Pedagogy in large lecture calculus – Technology to the rescue. In Gómez Chova, L., Martí Belenguer, D., and López Martínez, A. (Eds.), Proceedings to EDULEARN11 International Conference on Education and New Learning Technologies, Barcelona, Spain, 5104–5113. [PR]
  • Cardetti, F. and McKenna, P. J. (2011). In their own words: Getting pumped for calculus. Problems, Resources, and Issues in Mathematics Undergraduate Studies PRIMUS, 21(4), 351–363. [PR]
  • Cardetti, F. and Savkar A. (2011, April). In-person to Online: Reaching students in large lectures. MAA Online Innovative Teaching Exchange.
  • Truxaw, M. P., Cardetti, F., and Bushey C. (2010). Expertise3: Outcomes of instructor collaboration on elementary teacher education in mathematics. Northeastern Educational Research Association Conference Proceedings, Paper 12. [PR]
  • Cardetti, F., Truxaw, M. P., and Bushey C. (2010). Influences of mathematics content courses on elementary preservice teachers. In Brosnan, P., Erchick, D. B., and Flevares, L. (Eds.). Proceedings of the thirty-second Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, OH: The Ohio State University. [PR]
  • Cardetti, F., Khamsemanan, N., and Orgnero M. C. (2010). Insights regarding the usefulness of partial notes in mathematics. Journal of the Scholarship of Teaching and Learning, 10(1), 80–92. [PR]
  • Cardetti, F. and McKenna P. J. (2010, April/May). Out of the mouths of babes and sucklings: What motivate calculus students to learn. MAA FOCUS,April/May 2010, p.16.
  • Cardetti, F. and Choi Y. S. (2009). A parabolic-hyperbolic system modeling a moving cell. Electron. J. Diff. Eqns. 2009(95), 1–11. [PR]
  • Cardetti, F. and Gordina M. (2008). A note on local controllability on Lie groups. Systems Control Lett. 57(12), 978–979. [PR]
  • Cardetti, F. and Mittenhuber D. (2005). Local controllability for linear control systems on Lie groups. J. Dyn. Control Syst. 11(3), 353–373. [PR]
  • Cardetti, F. (2002). On Properties of Linear Control Systems on Lie Groups. Dissertation Abstracts International, 63(08), 3744B. (UMI No.3063047).

    Peer-reviewed Presentations

    (Needs updating)

    Wagner, M. and Cardetti, F. (November, 2016). Developing Intercultural Citizenship across the Disciplines. Presented at the 2016 American Council on the Teaching of Foreign Languages (ACTFL) Convention, Boston, MA.

    Cardetti, F. Truxaw, M. P. (January, 2016). A Framework for Math Collaborative Leadership: Collaboration, Confidence, Identity. Presented at the twentieth Conference of the Association of Mathematics Teacher Educators (AMTE), January 2016, Irvine, CA.

    Cardetti, F. and Wagner, M. (2015, October). Intercultural Competence and Mathematics: Education for All. Presented at National Network for Educational Renewal (NNER) 2015 Annual Conference, October 2015, Chico, CA.

    Cardetti, F. Truxaw, M. P., S. Heyman, S., and Staples M. E. (2013, April). Math Leadership Academy: Enhancing Content, Pedagogy, and Leadership. Presented at the National Council of Teachers of Mathematics Research Presession, April 2013, Denver, CO.

    Staples, M. E., Cardetti, F., Heyman, S., and Truxaw, M. P. (2012, October). Enhancing teacher capacity in content, pedagogy and leadership: The Math Leadership Academy. Presented at the 2012 Annual Association of Mathematics Teacher Educators in Connecticut Conference, New Britain, CT.

    Truxaw, M. P., Heyman, S., Cardetti, F., and Staples, M. E. (2012, October). Building teacher capacity for collaborative leadership in schools. Presented at the National Network for Educational Renewal Conference 2012, Denver, CO.

    Cardetti, F., Truxaw, M. P., and Bushey C. (2011, April). Digging into the IMPACT of Math Pedagogy and Content on Teaching [Refereed presentation]. Presented at the 2011 Annual Association of Mathematics Teacher Educators in Connecticut Conference, New Britain, CT.

    News, Interviews, Podcasts, and more

    Creating an Alliance of Equitable Math Leaders Through CT’s Noyce Math Teacher Leaders Program, NCTM TV 2023

    Multidisciplinary Team Wins $3M for Graduate Program. UConn Today, June 2022, (https://today.uconn.edu/2022/06/multidisciplinary-team-wins-3mn-for-neurodiverse-graduate-program/).

    $1.5M Grant to Help Develop Exceptional Leaders in Math Education. Neag News, September 2021, (https://education.uconn.edu/2021/09/28/1-5m-grant-to-help-develop-exceptional-leaders-in-math-education/).

    Collaborative Project Seeks to Improve Students’ Math, Social Studies Skills. UConn CLAS News, May 2015, (http://clas.uconn.edu/).

    Neag – CLAS Collaboration Results in Innovative Learning Units Designed to Improve Students’ Math and World Language Abilities and Raise Cultural Awareness. Spotlight in Education, May 2015, (http://education.uconn.edu/)

    Meeting Common Core Standards for Math. UConn Today, Jun. 2014, (http://today.uconn.edu/).

    Meeting Common Core Standards for Math. Spotlight in Education, Aug. 2014, (http://education.uconn.edu/).

    Two CLAS Professors Win AAUP Teaching Awards. UConn Today, Oct. 2012, (http://today.uconn.edu/).

    Vision for New Neag Math Academy: Content Plus Pedagogy = Leadership. Spotlight in Education, Jun. 2011, (http://education.uconn.edu/)

    On the Fast Track to Teaching Math and Science. Spotlight in Education, Nov. 2010, (http://education.uconn.edu/)

    Teachers for a New Era Podcast on Mathematics Education, 2007. (http://www.tne.uconn.edu/PodCasts/Cardeitte%20INT.mp3)