Published or to-appear articles

Preprints of my articles are available on the arXiv.

  • Homological criteria for minimal multiplicity, J. Algebra 523 (2019), 285-310.

    • Abstract: Lower bounds on Hilbert-Samuel multiplicity are known for several types of commutative noetherian local rings, and rings with multiplicities which achieve these lower bounds are said to have minimal multiplicity. The first part of this paper gives characterizations of rings of minimal multiplicity in terms of the Ext-algebra of the ring; in particular, we show that minimal multiplicity can be detected via an Ext-algebra which is Gorenstein or Koszul AS-regular. The second part of this paper characterizes rings of minimal multiplicity via a numerical homological invariant introduced by J. Herzog and S. B. Iyengar called linearity defect. Our characterizations allow us to answer in two special cases a question raised by Herzog and Iyengar.

  • Linear resolutions over Koszul complex and Koszul homology algebras, J. Algebra 572 (2021), 163-194.

    • Abstract: Let R be a standard graded commutative algebra over a field k, let K be its Koszul complex viewed as a differential graded k-algebra, and let H be the homology algebra of K. This paper studies the interplay between homological properties of the three algebras R, K, and H. In particular, we introduce two definitions of Koszulness that extend the familiar property originally introduced by Priddy: one which applies to K (and, more generally, to any connected differential graded k-algebra) and the other, called strand-Koszulness, which applies to H. The main theoretical result is a complete description of how these Koszul properties of R, K, and H are related to each other. This result shows that strand-Koszulness of H is stronger than Koszulness of R, and we include examples of classes of algebras which have Koszul homology algebras that are strand-Koszul.

  • Metacognition in calculus: an effect on attitudes, w/Sarah Hanusch, to appear in the Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Philadelphia, PA, October 14-17, 2021).

    • Abstract: Students often lack the cognitive and metacognitive strategies to maximize their learning. We redesigned a calculus course to teach students metacognitive strategies, with three components: frequent in-class discussions, corrections on exams, and a student essay on metacognitive strategies. We used a mixed method study design to qualitatively analyze the students’ essays and quantitatively measured changes in students’ attitudes towards mathematics using a pre-post assessment. We found the students attitudes improved at a practical and statistically significant level (p<0.0001) over the course.