Anderson Hassell Norton III

Associate Professor

Department of Mathematics

Virginia Tech

434 McBryde Hall                                                                                          (540) 231-6942

Blacksburg, VA 24061-0123                                                                           norton3@vt.edu

 

Professional Preparation:

Ph.D. Mathematics Education, August 2004

The University of Georgia, Athens, GA

Dissertation: Students’ Conjectural Operations (advisor Leslie Steffe)

M.A. Mathematics, May 2004

The University of Georgia, Athens, GA

Thesis: Demented Dimensions (advisor Theodore Shifrin)

M.A. Mathematics Education, August 1999

The University of Georgia, Athens, GA

Thesis: Plausible Reasoning in Geometry (advisor Leslie Steffe)

B.S. Mathematics, May 1995

Virginia Polytechnic Institute and State University, Blacksburg, VA

 

Appointments:

Associate Professor of Mathematics Education, Department of Mathematics, Virginia Tech, 2011-present

Assistant Professor of Mathematics Education, Department of Mathematics, Virginia Tech, 2007-2011

Assistant Professor of Mathematics Education, School of Education, Indiana University, 2004-2007

 

Honors:

Adjunct Doctoral Faculty member, Mathematics Department, Texas State University, 2015-2017

Visiting Scholar, Department of Teaching & Learning, New York University, 2014

Affiliate Faculty, Department of Teaching & Learning, Virginia Tech, 2014-present

Early Career Award, from the Association of Mathematics Teacher Educators, 2013

National Educators Association Award for Innovative App, $1000 awarded to LTRG, 2012

XCaliber Certificate of Excellence from the Center for Innovation in Learning (VT), awarded to LTRG, 2012

Virginia Tech Favorite Faculty Nominee, 2009, 2011

Virginia Tech Math Club Professor of the Year, 2009

UGA Outstanding Graduate Teaching Award, 2001

“Best EdApp of 2015” awarded by Balefire labs, for the design of CandyBot

 

Peer-Reviewed Journal Articles:

1)    Norton, A., & Simon, M. (in review). Transformations, operations, and the Pythagorean theorem. Mathematical Thinking and Learning.

2)    Lovin, L. A., Stevens, A., Siegfried, Z., Wilkins, J. L. M., & Norton, A. (in review). PreK-8 preservice teachers’ understanding of fractions: An extension of fractions schemes and operations research. Journal of Mathematics Teacher Education.

3)    Cate, A., Norton, A., Ulrich, C., & Bell, M. A. (in review). The mathematical splitting operation in 6th grade students: EEG and fMRI investigations. Developmental Neuropsychology.

4)    Norton, A., Ulrich, C., Bell, M. A., & Cate, A. (in review). Mathematics at hand. Educational Psychologist.

5)    Norton, A., Boyce, S., Phillips, N., Anwyll, T., Ulrich, C., & Wilkins, J. (2015). A written instrument for assessing students’ units coordination structures. Journal of Mathematics Education, 10(2), 111-136. DOI: 10.12973/mathedu.2015.108a

6)    Norton, A., Arvold, B., Kuster, G., Ulrich, C., Wilkins, J., Kreye, B., Hagen, S., & Wawro, M. (in review). Teacher quality as a retrospective assessment of program quality. The Professional Educator.

7)    Norton, A., & Boyce, S. (2015). Provoking the construction of a structure for coordinating n+1 levels of units. Journal of Mathematical Behavior, 40, 211-242. doi:10.1016/j.jmathb.2015.10.006

8)    Evans, M. A., Chang, M., Kim, S., Samur, Y., Norton. A., Deater-Deckard, K., & Balci, O. (in review). Learning games and student mathematics proficiency: Investigating differential effects on grade level and ability. Educational Technology Research and Development.

9)    Boyce, S., & Norton, A. (in press). Co-construction of fractions schemes and units coordination structures. Journal of Mathematical Behavior.

10) Norton, A., Wilkins, J. L. M., & Xu, C. Z. (in review). The construction of fractions across Chinese and American cultures. Journal for Research in Mathematics Education.

11) Norton, A., Boyce, S., Ulrich, C., & Phillips. N. (2015). Students’ units coordination activity: A cross-sectional analysis. Journal of Mathematical Behavior, 39, 51-66.

12) Chang, M., Evans, M., Kim, S., Norton, A., & Samur, Y. (2015). Differential effects of learning games on mathematics proficiency. Educational Media International, 52(1), 47-57. DOI: 10.1080/09523987.2015.1005427

13) Norton, A., Boyce, S., Hatch, J. (2015). Coordinating units at the Candy Depot. Mathematics Teaching in the Middle School, 21(5), 280-287.

14) Norton, A. (2015). The wonderful gift of mathematics. The Mathematics Educator, 24(1), 3-20.

15) Chang, M., Evans, M., Kim, S., Norton, A., Deater-Deckard, K., & Samur, Y. (2015). The effects of an educational video game on mathematical engagement. Education and Information Technologies, 1-15.

16) Ulrich, C., Tillema, E., Hackenberg, A., & Norton, A. (2014). Constructivist model building: Empirical examples from mathematics education. Constructivist Foundations, 9(3), 328-339.

17) Deater-Deckard, K., El Mallah, S., Chang, M., Evans, M. A., & Norton, A. (2014). Student behavioral engagement during mathematics educational video game instruction with 11-14 year olds. International Journal of Child-Computer Interaction, 2, 101-108. DOI: 10.1016/j.ijcci.2014.08.001

18) Evans, M. A., Walker, M. H., Abel, T. D., McGlynn, M., & Norton, A. (2014). Evaluating design patterns for intentional learning in educational video games: Identifying a common language for interdisciplinary collaborations. Journal of Applied Instructional Design, 4(1), 5-20.

19) Norton, A., & Deater-Deckard, K. (2014). Mathematics in mind, brain, and education: A neo-Piagetian approach. International Journal for Research in Science and Mathematics Education, 12(3), 647-667.

20) Norton, A., Wilkins, J. L. M., Evans, M. A., Deater-Deckard, K., Balci, O., Chang, M. (2014). Technology helps students transcend part-whole concepts. Mathematics Teaching in the Middle School, 19(6), 352-359.

21) Evans, M., Norton, A., Chang, M., Deckard, K., & Balci, O. (2013). Youth and video games: Exploring the effects of learning, achievement, and engagement. Zeitschrift für Psychologie. 221(2), 98-106.

22) Wilkins, J. L. M., Norton, A., & Boyce, S. (2013). Validating a written instrument for assessing students’ fractions schemes and operations. The Mathematics Educator, 22(2), 31-44.

23) Norton, A., & Boyce, S. (2013). A cognitive core for common state standards. Journal for Mathematical Behavior, 32, 266-279.

24) Norton, A., & Wilkins, J. L. M. (2013). Supporting students’ constructions of the splitting operation. Cognition & Instruction, 31(1), 2-28.

25) Norton, A., & Wilkins, J. L. M. (2012). The splitting group. Journal for Research in Mathematics Education, 43(5), 557-583.

26) Kosko, K. W., & Norton, A. (2012). Relationships between the process standards: Processes elicited through letter writing between preservice teachers and high school mathematics students. School Science and Mathematics Journal, 112(6), 340-348.

27) Norton, A., & Kastberg, S. (2012). Learning to pose cognitively demanding tasks through letter writing. Journal of Mathematics Teacher Education, 15(2), 109-130.

28) Norton, A., & Baldwin, M. (2012). Does 0.999… really equal 1? The Mathematics Educator, 21 (2), 58-67.

29) Lovin, L. H., Sanchez, W. B., Leatham, K. R., Chauvot, J. B., Kastberg, S. E., & Norton, A. H. (2012). Examining Beliefs and Practices of Self and Others: Pivotal points for change and growth for mathematics teacher educators, Studying Teacher Education: A journal of self-study of teacher education practices, 8 (4), 51-68.

30) Wilkins, J. L. M., & Norton, A. (2011). The splitting loope. Journal for Research in Mathematics Education, 42(4), 386-406.

31) Norton, A., McCloskey, A., & Hudson, R. A. (2011). Prediction assessments: Using video-based predictions to assess prospective teachers’ knowledge of students’ mathematical thinking. Journal of Mathematics Teacher Education, 14(4), 305-325.

32) Norton, A., & Wilkins, J. L. M. (2010). Students’ partitive schemes. Journal of Mathematical Behavior, 29(4), 181-194.

33) Norton, A. (2010). Being radical. For the Learning of Mathematics, 30(3), 23.

34) Bachman, D., Brown, E., & Norton, A. (2010). Chocolate key cryptography. Mathematics Teacher, 104(2), 100-105.

35) Norton, A., & Rutledge, Z. (2010). Measuring responses to task posing cycles: Mathematical letter writing between algebra students and pre-service teachers. The Mathematics Educator, 19(2), 32-45.

36) Norton, A. (2009). Re-solving the learning paradox: Epistemological and ontological questions for constructivists. For the Learning of Mathematics, 29(2), 2-7.

37) Norton, A., & Wilkins, J. (2009). A quantitative analysis of children’s splitting operations and fractional schemes. Journal of Mathematical Behavior, 28(2/3), 150-161.

38) Norton, A. (2009). Eighty-eight thousand, four hundred and eighteen more ways to fill space. College Mathematics Journal, 40(2), 108-112.

39) McCloskey, A., & Norton, A. (2009). Modeling students’ mathematics using Steffe’s advanced fractions schemes. Mathematics Teaching in the Middle School, 15(1), 44-56.

40) Kastberg, S., Norton, A., & Klerlein, J. (2009). Trusting students. Mathematics Teaching in the Middle School, 14(7), 423-429.

41) Norton, A., Rutledge, Z., Hall, K., & Norton, R. (2009). Mathematical letter writing: An opportunity for further partnership between high schools and universities. Mathematics Teacher, 103(5), 340-346.

42) Norton, A., & McCloskey, A. (2008). Teaching experiments and professional development. Journal of Mathematics Teacher Education, 11(4), 285-305.

43) Rutledge, Z., & Norton, A. (2008). Preservice teachers' mathematical task posing: An opportunity for coordination of perspectives. The Mathematics Educator, 18(1), 31-40.

44) Norton, A., & McCloskey, A. (2008). Modeling students’ mathematics using Steffe’s fractions schemes. Teaching Children Mathematics, 15(1), 48-54.

45) Norton, A. (2008). Josh’s operational conjectures: Abductions of a splitting operation and the construction of new fractional schemes. Journal for Research in Mathematics Education, 39(4), 401-430.

46) Norton, A., & D’Ambrosio, B. S. (2008). ZPC and ZPD: Zones of teaching and learning. Journal for Research in Mathematics Education 39, 220–246.

47) Norton, A. (2006). What’s on your nation’s report card? (pp. 315-319), Teaching Children Mathematics 13(6).

48) Abramovich, S., & Norton, A. (2006). Equations with parameters: A locus approach. Journal of Computers in Mathematics and Science Education, 25(1), 5-28.

49) Norton, A. (2003). Mathematicians’ religious affiliations and professional practices: The case of Bo. The Mathematics Educator, 12(1).

50) Norton, A. (2002). Mathematicians’ religious affiliations and professional practices: The case of Charles. The Mathematics Educator, 11(2).

51) Norton, A. (2002). Mathematicians’ religious affiliations and professional practices: The case of Joseph. The Mathematics Educator, 11(1).

52) Abramovich, S., & Norton, A. (2000). Technology-enabled pedagogy as an informal link between finite and infinite concepts in mathematics (pp. 36-41). The Mathematics Educator 10(2).

 

Books:

·            Hackenberg, A., Norton, A., Wright, R. (in press). Developing Fractions Knowledge. Sage Publishers.

 

Book Chapters:

·            Norton, A., & Bell, M. A. (in press). Mathematics educational neuroscience. In J. Cai (Ed.), First Compendium for Research in Mathematics Education. Charlotte, NC: Information Age Publishing.

·            Kosko, K. W., Norton, A., Conn, A., & San Pedro, J. M. (2010). Letter writing: Providing preservice teachers with experience in posing appropriate mathematical tasks to high school students. In J.W. Lott, & J. Luebeck (Eds.), Association of Mathematics Teacher Educators Monograph 7: Mathematics teaching: Putting research into practice at all levels (pp. 207-224). San Diego, CA: Association of Mathematics Teacher Educators.

·            Norton, A., & Hackenberg, A. J. (2010). Continuing research on students’ fraction schemes. In L. P. Steffe and J. Olive (Eds.), Children’s Fractional Knowledge, (pp. 341-352). New York: Springer.

·            Kastberg, S., & Norton, A. (2007). Building a system of rational numbers. In P. Kloosterman (Ed.), The National Assessment of Educational Progress monograph, (pp. 67-93). Reston, VA: NCTM.

 

Papers in Peer-Reviewed Conference Proceedings:

·            Stephens, A., Lovin, L. A., Bussi, R., Siegfried, Z., Wilkins, J. L. M., & Norton, A. (2015). PreK-8 Preservice Teachers’ Construction of Fractions Schemes and Operations. Proceedings of the Thirty-Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Lansing, MI: Michigan State University.

·            Jones, R., Balci, O., & Norton, A. (2015). A cloud software system for visualization of game-based learning data collected on mobile devices. In Proceedings of the 2015 Winter Simulation Conference (Huntington Beach, CA, Dec. 6-9). IEEE, Piscataway, NJ, pp. 1080-1090.

·            Norton, A. (2015). Neural correlates for action-object theories. Proceedings of the 18th annual conference for Research in Undergraduate Mathematics Education. Pittsburgh, PA.

·            Cate, A., Rosen, A., Bell, M. A., Ulrich, C., Roldan, S., & Norton, A. (2014). Mathematical Ways of Operating: an fMRI Study with 12-year-old participants. International conference for the Organization for Human Brain Mapping, Hamburg, Germany.

·            Norton, A. (2014). The construction of cohomology as objectified action. Proceedings of the 17th annual conference for Research in Undergraduate Mathematics Education. Denver, CO.

·            Norton, A., & Boyce, S. (2013). Coordinating n+1 levels of units. Proceedings of the Thirty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Chicago.

·            Norton, A., Wilkins, J. L. M., & Boyce, S. (2012). Supporting students’ constructions of fractions schemes: Is there an app for that, too? Proceedings of the Thirty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: University of Western Michigan.

·            Evans, M.A., Norton, A., Deater-Deckard, K. & Chang, M. (2012). The CandyFactory Game: An educational iPad game for middle school algebra-readiness. In Proceedings of International Conference of Learning Sciences. Mahwah, NJ: Lawrence Erlbaum Associates Inc.

·            Boyce, S., & Norton, A. (2012). Examining the transition from part-whole to partitive understanding of fractions. Proceedings of the Thirty-Third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: University of Western Michigan.

·            Norton, A., & Wilkins, J. L. M. (2011). The genesis of splitting: A gateway to algebraic reasoning. Proceedings of the Thirty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, NV: University of Nevada.

·            Norton, A., & Wilkins, J. (2010). Mathematical structures and mental structures. Proceedings of the Thirty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, Ohio: Ohio State University.

·            Norton, A., & Wilkins, J. (2009). A comparison of part-whole and partitive reasoning with unit and non-unit proper fractions. In D. Y. White (Ed.), Proceedings of the Thirtieth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta: Georgia State University.

·            Norton, A., & Rutledge, Z. (2007). Assessing cognitive activity in the context of letter writing. In T. Lamberg, L. R. Wiest (Eds.), Proceedings of the Twenty-ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Stateline (Lake Tahoe): University of Nevada, Reno.

·            Chauvot, J., Ice, N., Sanchez, W., Kastberg, S. E., Leatham, K. R., Lovin, L. et al. (2007). A collaborative to study beliefs of mathematics teacher educators. In T. Lamberg, L. R. Wiest (Eds.), Proceedings of the Twenty-ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Stateline (Lake Tahoe): University of Nevada, Reno.

·            Norton, A. (2005). The power of operational conjectures. In G. M. Lloyd, M. R. Wilson, J. L. M. Wilkins, & S. L. Behm (Eds.), Proceedings of the Twenty-Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. [CD-ROM]. Eugene, OR: All Academic.

·            Abramovich, S., & Norton, A. (2002). Computer-based graphing calculator as a tool for secondary teachers' re-conceptualization of pre-calculus. In Goodell, G. (Ed.), Proceedings of the 14th Annual International Conference for the Use of Technology in Mathematics Education. New York: Addison Wesley Longman.

·            Norton, A., & Abramovich, S. (2001). Bridging transformational geometry and matrix algebra with a spreadsheet-based tool kit. In Price, P., Willis, D., Davis, N., & Willis J. (Eds.), Proceedings of the 2001 Society for Use of Information Technology in Education Conference (pp. 1379-1384). Norfolk, VA: AACE.

·            Norton, A. (2000). Student conjectures in geometry. In Fernandez, M. L. (Ed.), Proceedings of the Twenty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 290-299). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

·            Abramovich, S., & Norton, A. (1999). Exploring quadratic-like sequences with spreadsheets through a toolkit approach. In Goodell, G. (Ed.), Proceedings of the 11th Annual International Conference for the Use of Technology in Mathematics Education. New York: Addison Wesley Longman.

 

Invited Papers:

·            Norton, A. (2013). Scientific Models for Mathematics Education. AMTE Newsletter, Summer issue.

 

Invited Presentations:

·            Norton, A. (2004, April). Demented Dimensions. Invited presentation for the University of Georgia Math Club, Athens, GA.

·            Norton, A. (2003, October). Advancing Technology and the Nature of Proof in the Geometry Classroom. Two-day workshop hosted by the North Metro Collaborative and held at Kennesaw State University, Kennesaw, GA.

 

Other Presentations:

·            Boyce, S., & Norton, A. (November, 2015). Moderating Dylan’s perturbations in coordinating units across contexts. Poster presented at the Thirty-Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Lansing, MI: Michigan State University.

·            Bell, M.A., Norton, A., Ulrich, C., Cate, A., & Patton, L.A. (2015, March). Mathematical ways of operating: An EEG study with 6th graders. Society for Research in Child Development, Philadelphia.

 

Discussant

 

Software:

·            iOS apps developed by the Learning Transformation Research Group (ltrg.centers.vt.edu) at Virginia Tech

o   CandyFactory Educational Game

§  122,000 downloads (as of Oct 6, 2015)

o   CandyFactory Educational Game for iPad

§  70,300 downloads

§  “TopRated App” awarded by Balefire Labs, in 2014

o   CandyDepot Educational Game

§  27,900 downloads

o   CandyBot Educational Game

§  40,200 downloads

§  “Best EdApp of 2015” awarded by Balefire Labs

 

Grants:

·                              Co-Principal Investigator for an $800,000 Robert Noyce Scholarship Phase II grant from NSF, “Virginia Teach: Phase II” (PI Catherine Ulrich, School of Education, VPI) Awarded 2013-2018.

·                              Co-Principal Investigator for a $19,000 grant from the Institute of Society Culture & Environment (ISCE) at Virginia Tech. “Validating Mathematical Ways of Operating with Neural Correlates (Math WONC)” (PI Anthony Cate, Psychology, VPI).

·                              Partner on a $29,874 4VA grant in collaboration with James Madison University. Fraction Schemes and Operations: An Extension to Prospective PreK-8 Teachers” (Director LouAnn Lovin, JMU). Awarded 2013-2015.

·                              Co-Principal Investigator for a $2,202,173 NSF DRK-12 grant, “Gateways to Algebraic Motivation, Engagement and Success (GAMES): Supporting and Assessing Fraction Proficiency with Game-Based, Mobile Applications and Devices” (PI Michael Evans, School of Education, VPI). Awarded 2011-2015.

·            $8,000 supplement awarded in 2012 to fund an undergraduate researcher from the Mathematics Department.

·                              Co-Principal Investigator for a $5,000 Engaged Department grant, proving preservice teachers with experiences engaging with ELL students (Bettibel Kreye, School of Education, VPI). Awarded, 2010-2011.

·                              Principal Investigator for a $890,307 Robert Noyce Scholarship grant from NSF, “Virginia Teach: Serving Mathematics Students in Need.” Awarded 2008-2015.

·                              Co-Principle Investigator for a $900,388 DRK-12 grant from NSF, “Untangling Mathematical KnoTSS (Knowledge for Teaching Secondary School)” (PI Rebecca McGraw, UAZ). Awarded 2008-2011.

·                              Co-Principal Investigator for a $311,650 MSP Grant from the State of Virginia, implementing a professional development program for all middle school mathematics teachers in Montgomery County (PI Jesse Wilkins, School of Education, VPI). Awarded 2008-2009.

·                              Co-Principal Investigator for a $1,499,884 DRK-12 grant from NSF, Iterative Model Building, studying restructuring of early field experiences for elementary preservice teachers (PI Enrique Galindo, IUB). Awarded 2007-2012.

·                              Co-Principal Investigator for The Mathematics Education Training Program for Korean Secondary Level School Teachers, a $100,000 professional development grant from the Seoul Metropolitan Office of Education (Co-PI Enrique Galindo, IUB). Awarded Summer, 2007.

·                              Co-Principal Investigator for a $499,987 Robert Noyce Scholarship Grant from NSF, Deepening the Pool, providing scholarships in order to recruit future secondary math teachers for high-need schools in Indiana (PI Diana Lambdin, IUB). Awarded 2006-2009.

·                              Co-Academic Director for The Mathematics Education Training Program for Korean Secondary Level School Teachers, an $85,000 professional development grant from the Seoul Metropolitan Office of Education, Awarded Summer, 2006.

·                              AT&T Fellow, receiving a $19,000 Implementing Innovation Grant to support pre-service mathematics teachers’ development of web-based teaching tools, Awarded 2006-2007.

·                              Principal Investigator for a $40,000 Proffitt Grant supporting a two-year Fractions Recovery Triads project, a professional development study for in-service elementary schools teachers using teaching experiments, Awarded 2005-2007.

·                              Proffitt Fellow, receiving a $10,000 award to design the Fraction Recovery Triads project, Awarded Summer 2005.

·                              Recipient of a $1,500 Campus Writing Program, Summer Writing-Teaching Grant to support pre-service teachers’ production of professional web pages, Awarded 2005-2006.

 

Consulting:

·                              Mathematics education consultant for NSF-funded Career grant, CAREER: Investigating Differentiated Instruction and Relationships Between Rational Number Knowledge and Algebraic Reasoning in Middle School (PI Amy Hackenberg, Indiana University), 2013-2018

·                              Educational consultant for Amplify Education, Inc., 2014-2015.

·                              Educational consultant for Scholastic, evaluating Fractions Nation curricular materials, 2012

·                              Advisory board member for NSF-funded REAL project, Investigating Proportional Relationships from Two Perspectives (PI Andrew Izsak, University of Georgia), 2014-2017.

·                              Advisory board member for NSF-funded DRK-12 project, Adaptive Pedagogy for Elementary Teachers: Supporting Students’ Transition from Elementary to Middle School Mathematics (PI Ron Tzur, University of Colorado-Denver)

·                              Mathematics education consultant for Encyclopedia Brittanica, 2004

 

Doctoral Committees:

David Plaxco (committee member), PhD Virginia Tech, 2015

            Current position, Postdoc, University of Oklahoma

Steven Boyce (advisor), PhD Virginia Tech, 2014

            Current position, Assistant Professor, Portland State University

Jean Mistele (committee member), PhD Virginia Tech, expected 2013

            Current position, Assistant Professor, Radford University

Beth MacDonald (committee member), PhD Virginia Tech, expected 2013

            Current position, Assistant Professor, Utah State University

Alexis Johnston (committee member), PhD Virginia Tech, 2012

            Current position: Assistant Professor, James Madison University

Jonathan Schulz (committee member), EdD Virginia Tech, 2011

            Current position, Math Supervisor, Montgomery County, VA

Karl Kosko (committee member), PhD Virginia Tech, 2010

            Current position: Assistant Professor, Kent State University

Bettibel Kreye (committee member), EdD Virginia Tech, 2009

            Current position: Clinical faculty, Virginia Tech

Stephanie Behm (committee member), PhD Virginia Tech 2008

            Current position: Assistant Professor, Georgia State

Andrea McCloskey (committee member), PhD Indiana University, 2007

            Current position, Assistant professor, Penn State

Paula Stickles (committee member), PhD Indiana University, 2006

            Current position, Assistant professor, Millikin University

Crystal Walcott (committee member), PhD Indiana University, 2006

            Current position, Assistant Professor, IUPUI

Michael Baldwin (committee member), PhD Virginia Tech, expected 2013

Serdar Aslan (committee member), PhD (Computer Science) Virginia Tech, expected 2016

Joyce Xu (committee member), PhD (School of Education), expected in 2016

Nathan Phillips (advisor), PhD, Virginia Tech, expected 2017

Rachel Keller (committee member), PhD (School of Education), Virginia Tech, expected, 2017

Nicora Placa (committee member), PhD, NYU, expected 2016

Daniel Chesire (committee member), PhD, Texas State University, expected 2017

Karen Zwanch (committee member), PhD (School of Education), expected 2018

 

 

Masters Thesis Committees at Virginia Tech:

Steven Boyce, Mathematics, 2010

David Plaxco, Mathematics, 2011

Serdar Aslan, Computer Science, 2011

Bradley Shapiro, Mathematics, 2009

Shareen El Mallah, Psychology, 2015

Robert Jones, Computer Science, 2014

 

Teaching:

Virginia Tech

MATH 1614 Mathematics for Elementary School Teachers I

MATH 3034 Proofs

MATH 4044 History of Mathematics

MATH 4625-26 Mathematics for Secondary School Teachers I & II

MATH 4664 Senior Seminar in Mathematics Education

MATH 3624 Early Field Experience for Mathematics Teachers

MATH 5984 Mathematical Structures and Psychological Structures

MATH 5624 Modeling Mathematical Knowledge & Learning

MATH 7994 Graduate Student Seminar

Indiana University

E343 Elementary Mathematics Methods

M302/502 Algebra throughout the Secondary School Curriculum

M321 Curriculum & Assessment for Secondary School

M422/522 Secondary School Mathematics Methods

M543 Elementary Graduate Certification Program Mathematics Methods

N517 Advanced Mathematics Teaching Methods for Secondary School

N716 Scheme Theory & Teaching Experiments

N716 (with Signe Kastberg) Mathematics Education of Labeled Children

University of Georgia

MATH 1113 Pre-Calculus

EMAT 3410 Mathematics Teaching & Curriculum, pre-K-5

EMAT 4550 Contemporary School Mathematics

Secondary School Mathematics Student Teaching supervision

Loganville High School

Math Teacher (Algebra I, II, III; Trigonometry), 2000-2001

Georgia’s Governor’s Honors Program

Math Instructor, 1998-2000, 2003

 

University Committees:

            Virginia Tech

Pre-tenure Review Committees (3), Mathematics Department, 2013, 2015

Instructor Evaluation Committee, Mathematics Department, 2014-2015

Neuroscience Search Committee, Psychology Department, 2013-2014

Personnel Committee, Mathematics Department, 2012-2014, 2015-2016

Instructor Affairs Committee, Mathematics Department, 2012-2014, 2015-2016

Instructor Evaluation Committee, Mathematics Department, 2014-2015

Mathematics Education Search Committee, School of Education, 2011-2012

Mentor for two tenure-track faculty in the Mathematics Department

Chair, Mathematics Education Committee, Math Department, 2009-present

Chair, Mathematics Education Satellite Search Committee, Math Department, 2010-2011, 2012-2013

Graduate Program Committee, Mathematics Department, 2010-present

Undergraduate Program Committee, Mathematics Department, 2008-2010

Colloquium Committee, Mathematics Department, 2007-2008

Neuroscience Interest Group member, 2008-present

Evaluator of Comprehensive Exams for the MAEd program, 2008-present

 

Indiana University

Mathematics Education Representative for the Secondary Education Council, 2004-2007

School of Education Student Recruitment, Admissions, and Financial Aid Committee, 2006-2007

School of Education Grievance Committee, 2005-2007

Junior Faculty Representative for the Curriculum & Instruction Annual Review Committee, 2007

Mathematics Education Social Committee, 2005-2007

Residential Fellow for the Forest Hall Education Committee, 2005-2007

Learning Sciences Search Committee (3 searches), 2006-2007

Mathematics Education Search Committee, Department of Curriculum & Instruction, 2006-2007

School of Education Dissertation Award Committee, 2006

Reader for the School of Education Graduation, 2006

 

Professional Service:

Steering Committee member for the North American Chapter of the International Group for the Psychology of Mathematics Education, 2013-2016

         Committee Chair: 2014-2015

         Oversaw the transition of the organization to a 501(c)3 non-profit corporation

         Organized conference planning subcommittees for 2015, 2016, and 2017

Editorial Panelist, Journal for Research in Mathematics Education, 2011-2014

Panel Chair, 2013-2014

Led search for new JRME editor

Led semi-annual panel meetings

         Reviewed 1-2 manuscripts per month

Guest Editor, Journal for Research in Mathematics Education, 2013, 2014, 2015, 2016

Editorial Board, Journal of Mathematics Education, 2015-present

Principal Reviewer for the Institute of Educational Studies (US Dept. of Education): 2012-2015

Reviewed 8-16 grant proposals per year

Rated 20-50 proposals per year

Reviewer for International Conference for the Psychology of Mathematics Education, 2014-2015

Reviewer for Research in Undergraduate Mathematics Education conference and proceedings, 2013-2014

Reviewer for NCTM’s third research handbook: Second Compendium for Research in Mathematics Education, 2014-2015.

External Reviewer for Tenure and Promotion, 2011 (1 case), 2012 (1 case), 2013 (1 case), 2015 (1 case)

Reviewer for the following journals:

Asian Pacific Education Review

Cognition & Instruction

Constructivist Foundations

Early Education and Development

For the Learning of Mathematics

Journal of Mathematical Behavior

Journal of Mathematics Teacher Education, 2014

Journal for Research in Mathematics Education, 2014

Mathematical Thinking and Learning

Proceedings of PME-NA

The Mathematics Educator

The Mathematics Teacher

Teaching Children Mathematics

Reviewer for NSF proposals: 2009, 2011

Organizer for the “Explorations of Math and Art through Tessellations” component of the Women in Math Career Day, 2008 & 2009

Volunteer in local schools

Price’s Fork Elementary School (Blacksburg, VA), 2011-2015

            Chess Team Coach, 2012-2014

Shawsville Middle School (Riner, VA), 2011

Blacksburg Middle School (Blacksburg, VA), 2008-2011

The Harmony School (Bloomington, IN), 2004-2007

Bloomington High School South (Bloomington, IN), 2004-2007