Grants and Publications
Grants

Senior Personnel, Project SLOPE (Scholarly Leaders Originating as Practicing Educators) in Two Year Colleges,
a 3year research and faculty development project sponsored by the National Science Foundation (NSF IUSE:EHR #1726891)
201720. See http://www.amatyc.org/?page=ProjectSlope.

Recipient, 2012 TENSOR grant renewal from the TENSOR Foundation through the
Mathematical Association of America for the project "Women and Mathematics for
Future Teachers." For final dissemination materials, see http://jdewar.lmu.build/wam/

Recipient, 2010 TENSOR grant renewal from the TENSOR Foundation through the Mathematical Association of America for the project "Women and Mathematics for Future Teachers."

Recipient, 2007 TENSOR grant from The TENSOR Foundation through the Mathematical Association of America to mentor two women faculty in the teaching of a course for future K12 teachers on Women and Mathematics; make course materials readily available to others; recruit course graduates to share with other future teachers the knowledge they gained from the course about (a) women's contributions to mathematics throughout history and (b) K12 gender equity issues; and prepare course graduates as workshop leaders for an math/science career day for junior high girls.

Recipient, 2004 SENCER grant to support an interdisciplinary faculty team to develop a math core course based on modeling environmental problems in Los Angeles. SENCER stands for Science Education for New Civic Engagements and Responsibilities, an NSFfunded initiative to improve science education by teaching math and science through real world problems. See http://www.sencer.net/

Campus Coordinator (and collaborator on the grant proposal) for Loyola
Marymount University in the Los Angeles Collaborative for Teacher
Excellence, a 5year, $5,500,000 NSFfunded initiative with the goal of
improving K12 teacher preparation programs in science and mathematics at
ten Los Angeles area colleges and universities.
Books and Book Chapters

"A path to success: Enabled by guardians, connectors and taking adventurous steps." In R.
Garcia, P. Harris, D. Lewis, S. Walker (Eds.), Aspiring and Inspiring: Tenure and Leadership in
Academic Mathematics. Providence, RI: AMS, 2023, pp. 19.

Coauthor (with S. Larson and T. Zachariah). "Reflections on Sustaining QL Course
Innovations: A Cautionary Tale." In L. Tunstall, G. Karaali, and V. Piercey, (Eds.) Shifting
Contexts, Stable Core: Advancing Quantitative Literacy in Higher Education. Washington, DC:
Mathematical Association of America, 2019, pp. 139148.

Coauthor with C. Bennett and M. Fisher. "The scholarship of teaching and learning: A
guide for scientists, engineers, and mathematicians." Oxford, UK: Oxford University
Press, 2018.

"Celebrating the Contributions of Three Women to Mathematics Teaching and Learning."
In J. Beery, S. Greenwald, J. JensenVallin, and M. Mast, M. (Eds.), Women in Mathematics: Celebrating
100 Years of the Mathematical Association of America. New York: Springer, 2017, pp. 141156.

Coauthor (with S. Greenwald). "Teaching Students About Women and Mathematics: An Interview with
Two Course Designers." In J. Beery, S. Greenwald, J. JensenVallin, and M. Mast, M. (Eds.) Women in Mathematics:
Celebrating 100 Years of the Mathematical Association of America. New York: Springer, 2017, pp. 343358.

Coeditor (with P.s. Hsu and H. Pollatsek). Mathematics Education: A Spectrum of Work in Mathematical Sciences Departments. New York: Springer (http://www.springer.com/us/book/9783319449494), 2016.

Coauthor (with P.s. Hsu and H. Pollatsek). "Opening Lines." In J. Dewar, P.s. Hsu and H. Pollatsek (eds.), Mathematics Education: A Spectrum of Work in Mathematical Sciences Departments. New York: Springer, 2016.

Coeditor (with C. Bennett). Doing the Scholarship of Teaching and Learning in Mathematics. Washington DC: Mathematical Association of America
(http://www.maa.org/publications/ebooks/doingthescholarshipofteachingandlearninginmathematics), 2015.

Coauthor (with C. Bennett). "Understanding SoTL and Its Potential Benefits," "Initiating a SoTL Investigation," "The Question of Transfer: Investigating How Mathematics Contributes to a Liberal Education," and "Synthesis of the Value and Benefits of SoTL Experienced by the Contributors." In J. Dewar and C. Bennett (Eds.), Doing the Scholarship of Teaching and Learning in Mathematics. Washington DC: Mathematical Association of America, 2015. Note: "Synthesis of the Value and Benefits of SoTL Experienced by the Contributors" appeared as posting #1382 in Tomorrow's Professor (http://cgi.stanford.edu/~deptctl/cgibin/tomprof/postings.php)

"Gathering and Analyzing Evidence" and "Resources for Pursuing SoTL and Going Public." In J. Dewar and C. Bennett (Eds.), Doing the Scholarship of Teaching and Learning in Mathematics. Washington DC: Mathematical Association of America, 2015.

Coauthor (with C. Bennett). "SoTL and Interdisciplinary Encounters in the Study of
Students' Understanding of Mathematical Proof." In Kathleen McKinney (ed.), The
Scholarship of Teaching and Learning In and Across the Disciplines Bloomington, IN:
Indiana University Press, 2013.

Coauthor (with D. Zill). Essentials of Precalculus with Calculus Previews, 6th ed.
Sudbury, MA: Jones and Bartlett Publishers, 2012.

Coauthor (with S. Larson and T. Zachariah). Quantitative Literacy Through Community Based Projects: An Emerging Model Course, Science Education for New Civic Engagements and Responsibilities (http://ncsce.net/quantitativeliteracythroughcommunitybasedgroupprojects/), 2006.

"Increasing Math Majors' Success and Confidence though Problem Solving and Writing." In Rosamond, Frances and Larry Copes (eds.). Educational Transformations: The Influences of Stephen I. Brown. Bloomington, IN: AuthorHouse, 2006, pp 101121.

Coauthor (with J. Kasabian). Future Teachers Conference Planning
Handbook (2nd edition). Los Angeles, CA: Los Angeles Collaborative for
Teacher Excellence and Washington Mutual Bank, 2003.

Coauthor (with J. Kasabian). Meet the Teachers Roundtable: Connecting
Future Teachers with Role Model Teachers Planning Handbook (2nd edition).
Los Angeles, CA: Los Angeles Collaborative for Teacher Excellence and
Washington Mutual Bank, 2003.

Coauthor (with S. Larson, and T. Zachariah). Developing Successful
Mathematics Majors: Instructor Manual and Student Manual. Los Angeles,
CA: Los Angeles Collaborative for Teacher Excellence, 2000.

Coauthor (with D. Zill). Algebra and Trigonometry, (2nd edition),
Algebra, (2nd edition) and Trigonometry, (2nd edition). New York:
McGraw Hill, 1990.

Coauthor (with D. Zill and S. Wright). Basic Mathematics for Calculus,
(3rd edition). Belmont, CA: Wadsworth Publishing Co., 1988.
Peerreviewed Articles

Dewar, J. M. & Greenwald S. J. (2024, August). Mathematical Treasure: Gaspar Schott's Cursus Mathematicus, Convergence: Where Mathematics, History, and Teaching Meet. Available at https://old.maa.org/press/periodicals/convergence/mathematicaltreasuregasparschottscursusmathematicus

Dewar, J. M. & Greenwald S. J. (2023, June). Mathematical Treasure: Kircher's Arithmologia, Convergence: Where Mathematics, History, and Teaching Meet. Available at https://old.maa.org/press/periodicals/convergence/mathematicaltreasurekirchersarithmologia

Dewar, J. M. & Perkins, K. (2021). Facilitating faculty getting started in SoTL: Reflections by two Carnegie Scholars. Journal of the Scholarship of Teaching and Learning, 21(2). https://doi.org/10.14434/josotl.v21i2.28944

Dewar, J. (2017). Women and mathematics: a course and a scholarly investigation.
BSHM Bulletin: Journal of the British Society for the History of Mathematics.
http://dx.doi.org/10.1080/17498430.2017.1319160

Thadani, V., Breland, W. & Dewar, J. (2015). Implicit Theories About Teaching Skills Predict University Faculty Members' Interest In Professional Learning. Learning and Individual Differences, 40, 163169. Available at http://www.sciencedirect.com/science/article/pii/S1041608015000849.

Bennett, C. & Dewar, J. (2012). An overview of the scholarship of teaching and
learning in mathematics. PRIMUS: Problems, Resources, and Issues in Mathematics
Undergraduate Studies, 22(6), 458473.

Dewar, J., Larson, S. & Zachariah, T. (2011). "Group projects and civic engagement in
a quantitative literacy course." PRIMUS, 21(7), 606637.

Dewar, J. (2011). Helping stakeholders understand the limitations of SRT data: Are
we doing enough? Journal of Faculty Development, 25(3), 4044.

Dewar, J., DaileyHebert, A., & Moore, T. (2010, July). The attraction, value and future of SoTL: Carnegie Affiliates perspectives. Transformative Dialogues: Teaching and Learning eJournal, (4)1. Available at http://www.kpu.ca/td/pastissues/41.

August, S. and Dewar, J. (2010, July). SoTL and community enhance one another to create impact at Loyola Marymount University. Transformative Dialogues: Teaching and Learning eJournal. Available here.

Dewar, J. & Cohn, M. (2010, July). A synthesis of the challenges facing SoTL at Carnegie Affiliate institutions. Transformative Dialogues: Teaching and Learning eJournal 5(1). Available here.

Thadani, V., Breland, W., & Dewar, J. (2010). College instructors implicit theories about teaching skills and their relationship to professional development choices. Journal on Excellence in College Teaching, 21 (2), 113131.

Dewar, J. & Bennett, C. (2010). Situating SoTL within the disciplines: Mathematics in the United States as a case study. International Journal of the Scholarship of Teaching and Learning. (4)1.

"An Apology for the Scholarship of Teaching and Learning," InSight: A Journal for Scholarly Teaching, 3, 2008, pp. 1722.

"What is mathematics: Student and faculty views." Electronic Proceedings for the Eleventh Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, San Diego, CA 2008.
See http://sigmaa.maa.org/rume/crume2008/Proceedings/Proceedings.html.

"Developing and applying a taxonomy for mathematical knowledgeexpertise." Coauthored with C. Bennett. Electronic Proceedings for the Tenth Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, San Diego CA, 2007. See this link.

"What you really ought to know about collaboration on a SoTL project,"
coauthored with C. Bennett, National Teaching and Learning Forum, December 2004.

A Future Teachers Conference  A Vehicle to Retain, Inform, and Inspire
New and Prospective Teachers, coauthored with J. Kasabian and L. Fathe,
Journal of Mathematics and Science: Collaborative Explorations, 5(2),
Fall 2002, pp. 181188.

"Addressing Gender Equity in Mathematics for Preservice Elementary
Teachers," Undergraduate Mathematics Education Trends, 6(3) July 1994, p. 2.

"Using the Computer Language LOGO to Provide College Students With a
Mathematical Experience," Collegiate Microcomputer, IX(1), February 1991,
pp. 5961.

"Mathematics: Contributions by Women," Journal of Humanistic Mathematics (formerly Humanistic Mathematics Network Journal/Newsletter), 6, 1991.

"Recruitment and Retention of Students in Undergraduate Mathematics,"
coauthored with P. Kenschaft, M. Cooney, V. Kraines, B. Latka, and B.
LiSanti, The College Mathematics Journal, 21(4) September 1990, pp. 294301.

"Incorporating Computer Literacy Into a Mathematics Course for Preservice
Elementary Teachers," Mathematics and Computer Education, 20(3) Fall
1986, pp. 155159.

"Another Look at the Teaching of Percent," The Arithmetic Teacher, 31(7)
March 1984, pp. 4849.

"The Selling of Mathematics: A Career Night Approach," California
Mathematics, 8(1) April 1983, pp. 2023.

"Math Science Interchange: A Los Angeles Network," Proceedings, 63rd
Annual Meeting, pacific Division, American Association for the
Advancement of Science, June 1982.

"Math Anxiety in Women: A Perspective by Two Women Mathematicians,"
coauthored with R. Afflack, Proceedings, Seventh Annual Conference on
Feminist Psychology, March 1980.
Book Reviews

Judith E. Jacobs, Joanne Rossi Becker, Gloria F. Gilmer (eds.). Changing
the Faces of Mathematics: Perspectives on Gender. In Teaching Children
Mathematics, 8(5), January 2002, pp. 299300.

Claudia Zaslavsky. Africa Counts: Number and Pattern in African
Culture. In Teaching Children Mathematics, 6(9), May 2000, p. 200.

Third International Mathematics and Science Study, U. S. Department of
Education, Office of Educational Research and Improvement. Attaining
Excellence: A TIMSS Resource Kit. In Teaching Children Mathematics 5.1
September 1998, pp. 5960.

Janet Trentacosta (ed.). Multicultural and Gender Equity in the
Mathematics Classroom: The Gift of Diversity. In Teaching Children
Mathematics 4(5) January 1998, p. 295.

Jean Moon and Linda Schulman. Finding the Connections: Linking
Assessment, Instruction, and Curriculum in Elementary Mathematics. In
Teaching Children Mathematics 3(8), April 1997, pp. 4612.

Walter G. Secada, Elizabeth Fennema, and Lisa Byrd Adajian. New
Directions for Equity in Mathematics Education. In Teaching Children
Mathematics 2.7 March 1996, p. 440.

Rebecca Lowe Warren and Mary H. Thompson. The Scientist Within You:
Experiments and Biographies of Distinguished Women in Science. In
Teaching Children Mathematics 1(9), May 1995, p. 588.

Addventures for Girls. In Teaching Children Mathematics 1(1), September,
1994.
