John P. Smith III

(Jack)
509C Erickson Hall
College of Education Michigan State University East Lansing, MI 48824517-353-6397(O);
jsmith@msu.edu

Current Position


  • Associate Professor (1998-present)Director, Educational Psychology and Educational Technology doctoral program, Department of Counseling, Educational Psychology, and Special Education (CEPSE), College of Education, Michigan State UniversityMember, Mathematics Education Faculty group, Colleges of Natural Science and Education
  • Assistant Professor (1990–98)Educational Psychology program, Department of Counseling, Educational Psychology, and Special Education (CEPSE), College of Education, Michigan State University


Education


  • Post-doctoral Fellow, University of California, Berkeley, McDonnell Foundation Program in Cognitive Studies for Educational Practice, 1989-1991
  • Ph.D. in Educational Psychology, University of California, Berkeley, May 1990. Dissertation: “Learning Rational Number” (Andrea A. diSessa, chair)
  • M.A. in Educational Psychology, University of California, Berkeley, May 1985.
  • B.A. in Mathematics and Philosophy, Brown University, June 1974 (Magna Cum Laude, Phi Beta Kappa).


Awards


  • Excellence in Teaching Award, College of Education, Michigan State University, May 2005.
  • Faculty Appreciation Award, Education Graduate Student Organization, Michigan State University, 1997-98 academic year.
  • College of Education Nominee, Teacher-Scholar Award, Michigan State University, November 1994.
  • Research Recognition Award, Presidential Grants for School Improvement Program, University of California, November, 1990.
  • Outstanding Dissertation Award, School of Education, University of California, Berkeley, May, 1990.


Related Work Experience


  • High School Mathematics Teacher, San Francisco, CA and Alexandria, VA, 1976-1981


Research Interests


  • Nature of knowledge, learning, and understanding of mathematical concepts and processes, including rational numbers, functions & algebra, spatial measurement, and other “problematic” content from the middle years of schooling;
  • The nature of and problems in skilled mathematics teaching;
  • Mathematical competence and reasoning in workplace settings;
  • Relations between the history and nature of professional mathematics and school mathematics


Recent Courses


  • Research Design in Educational Psychology and Educational Technology (CEP 955, doctoral students)
  • Reflections on Learning (TE 150, required course for the undergraduate teacher preparation program); section for mathematics majors, focus on learning mathematics; section on urban education, focus on diversity and urban educational settings
  • Proseminar in Educational Psychology and Educational Technology (CEP 900, seminar for first-year doctoral students in Educational Psychology and Educational Technology (EPET), Special Education, Measurement and Quantitative Methods, School Psychology, and School Counseling)
  • The Intellectual History of Educational Psychology (CEP 911, for first-year doctoral students in EPET and other education doctoral programs)
  • The Psychology of Learning School Subjects (CEP 902, doctoral students)
  • The Psychology and Pedagogy of Mathematics (CEP 913, doctoral students)


Journal Articles


  • Arcavi, A., Meira, L., Kessel, C. & Smith, J. P. (1998). Teaching mathematical problem solving: An analysis of an emergent classroom community. Research in College Mathematics Education, 3, 1–70.
  • Glasser, H. Smith, J. P. (2008). On the vague meaning of “gender” in educational research: The problem, its sources, and recommendations for practice. Educational Researcher, 37, 343–350.
  • Horvath, A. K., Dietiker, L., Larnell, G., Wang, S. & Smith, J. P. (2008/2009*). Middle grades mathematics standards: Issues and implications. Mathematics Teaching in Middle School, 14, 275–279. [Dec 2008/January 2009 issue].
  • Phillips, E. A., Smith, J. P., Star, J., & Herbel-Eisenmann, B. (1998). Algebra in the middle grades. The New England Mathematics Journal, 30(2), 48–60.
  • Smith, J. P. (2004). Reviews that teach. Journal for Research in Mathematics Education, 35, 292–296.
  • Smith, J. P. (1999). Tracking the mathematics of automobile production: Are schools failing to prepare students for work? American Educational Research Journal, 36, 835–878.
  • Smith, J. P. (1999). Preparing students for modern work: Lessons from automobile manufacturing. Mathematics Teacher, 92, 254-258.
  • Smith, J. P. (1997). The problematics of problematizing the subject: A reply to Hiebert et al. Educational Researcher, 26(2), 22–23.
  • Smith, J. P. (1996). Efficacy and mathematics teaching by telling: A challenge for reform. Journal for Research in Mathematics Education, 27, 387-402.
  • Smith, J. P. (1995). Competent reasoning with rational numbers. Cognition & Instruction, 13, 3-50.
  • Smith, J. P., diSessa, A. A., & Roschelle, J. (1993/94). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3, 115-163.
  • Smith, J. P. & Girod, M. (2003). The power of psychologizing the subjects: Big ideas, ambitious teaching, and teacher education. Teaching and Teacher Education, 19, 295–307.
  • Smith, J. P. & Hungwe, K.(1998). Conjecture and verification in research and teaching: Conversations with young mathematicians. For the Learning of Mathematics, 18(3), 40–46.
  • Smith, J. P. & Phillips, E. A. (2000). Listening to students’ algebraic thinking. Mathematics Teacher, 6, 156–161.
  • Smith, J. P. & Star, J. R. (2007). Expanding the notion of impact of K–12 Standards-based mathematics and reform calculus programs. Journal for Research in Mathematics Education, 38, 3–34.
  • Star, J., Herbel-Eisenmann, B., & Smith, J.P. (2000). Algebraic concepts: What’s really new in new curricula? Mathematics Teaching in the Middle School, 5, 446–451.
  • Star, J. R. & Smith, J. P. (2006). An image of calculus reform: Students’ experiences of Harvard Calculus. In F. Hitt, G. Harel, & A. Selden (Eds.), Research in Collegiate Mathematics Education VI (pp. 1–25). Providence, RI: American Mathematical Society.
  • Star, J. R., Smith, J. P. & Hoffmann, A. J. (2008). What do students notice as different between reform and traditional mathematics programs? Journal for Research in Mathematics Education, 39, 9–32.


Journal Articles In Press or Review



  • Jansen, A., Herbel-Eisenmann, B. A., & Smith, J. P. (2008). Transitions out of Standards-based curriculum materials into high school: Discord and harmony in students’ experiences. Journal for Research in Mathematics Education.
  • Smith, J. P., Speer, N. M., & Horvath, A. K. (2008). Collegiate mathematics teaching: An unexamined practice. Journal for Research in Mathematics Education.
  • Usiskin, Z., Reys, B.J., & Smith, J.P. (in press). Setting the record straight: An examination of the curriculum recommendations in the National Mathematics Advisory Panel Report. Phi Delta Kappan.



Article Manuscripts In Preparation



  • Smith, J. P. The role of agency in successful adjustments to collegiate mathematics.


Edited Books


  • Smith, J.P. (Ed.) (2008). Variability is the rule: A companion analysis of K–8 state mathematics standards. [Book manuscript accepted for publication and in final revision.] Charlotte, NC: Information Age Publishing.

Book Chapters


  • Schoenfeld, A. H., Smith J. P., & Arcavi, A. (1993). Learning: The microgenetic analysis of one student's evolving understanding of a complex subject matter domain. In R. Glaser (Ed.), Advances in Instructional Psychology, (vol. 4, pp. 55-175). Hillsdale, NJ: Erlbaum.
  • Smith, J. P. (2002). The development of students’ knowledge of fractions and ratios. In B. Litwiller & G. Bright (Eds.), Making sense of fractions, ratios, and proportions: The 2002 yearbook (pp. 3–17). Reston, VA: National Council of Teachers of Mathematics.
  • Smith, J. P. (2002). Everyday mathematical activity in automobile production work. In M. E. Brenner & J. Moschkovich (Eds.), Everyday and academic mathematics in the classroom (pp. 111–130). Journal for Research in Mathematics Education monograph series.
  • Smith, J. P. (2005). Mathematics at work: Spatial and geometric reasoning in tool & die machining. In D. Carraher & R. Nemirovsky (Eds.), Medium and Meaning, Journal for Research in Mathematics Education monograph #13.
  • Smith, J. P. & Thompson, P. W. (2007). Quantitative reasoning and the development of algebraic reasoning. In J. J. Kaput, D. W. Carraher, & M. L. Blanton (Eds.), Algebra in the early grades (pp. 95–132). Mahwah, NJ: Lawrence Erlbaum Associates.


Book Chapters In Press or Preparation


  • Larnell, G. V. & Smith, J. P. (in press). Verb use in K–8 geometry and measurement grade-level expectations. Variability is the rule: A companion analysis of K–8 state mathematics standards. Charlotte, NC: Information Age Publishing, Inc.
  • Smith, J. P., Lappan, G. T., & Tarr, J. E. (in press). Major lessons from the second round of standards analyses. Variability is the rule: A companion analysis of K–8 state mathematics standards. Charlotte, NC: Information Age Publishing, Inc.
  • Smith, J. P., Larnell, G., & Tarr, J. E. (in press). Introduction: Completing the analysis of states’ K–8 mathematics standards. Variability is the rule: A companion analysis of K–8 state mathematics standards. Charlotte, NC: Information Age Publishing, Inc.
  • Wang, S. & Smith, J. P. (in press). The treatment of transformations in K–8 geometry and measurement grade level expectations. Variability is the rule: A companion analysis of K–8 state mathematics standards. Charlotte, NC: Information Age Publishing, Inc.


Grant Proposals in Review


  • Smith, J. P. (Principal Investigator). Strengthening Measurement Curriculum, Teaching, and Research. Research and Evaluation on Science and Engineering Program (REESE), National Science Foundation, submitted November 2008, total request: $900, 949; 3 years.


Funded Grants

(Smith was sole Principal Investigator unless otherwise noted.)


  • Center for the Study of Mathematics Curriculum, Centers for Learning and Teaching program, National Science Foundation, Principal Investigator at Michigan State University (with Glenda Lappan and Elizabeth Phillips), from May 2007; original duration: 1-1-04 to 12-31-08, no cost extension through 12-31-10; $10,978,294.
  • Strengthening Tomorrow’s Education in Measurement (STEM). Research and Evaluation on Science and Engineering Program (REESE), National Science Foundation, 12/1/06–11/30/08, one year no-cost extension through 11-30-09; $451,062.
  • Building the empirical foundation for an existing grant proposal: Exploring the ‘upstream’ costs of weak measurement learning. The College of Education In-House Grant Program, December, 2004. $1030
  • Navigating mathematical transitions: Students’ adjustments to fundamental changes in curriculum and pedagogy. Research, Evaluation and Policy Program (REPP), National Science Foundation, 8/1/99–7/31/02, $912,477. Two years of no-cost extension to 7/31/04.
  • Smith, J.P., Phillips, E. D., Lappan, G. T. The Michigan Algebra Initiative. Eisenhower Higher Education Professional Development Grant Program. 10/97-12/98, $99,991.
  • Mathematics in Michigan’s industrial workplaces. Michigan State University, All-University Research Initiation Grant. 5/95-8/96, $10,584.
  • Expert knowledge of rational numbers. Spencer Foundation, Small Grants Program, 7/92 - 6/93, $7216.
  • Learning A Sense of Mechanism in Elementary Probability. Michigan State University, All-University Research Initiation Grant, 11/92 - 6/93, $1115.
  • Classroom Learning of Mathematics. Michigan State University, All-University Research Initiation Grant, 11/91 - 6/92, $1090.


Other (Unfunded) Grant Proposals


  • Smith, J. P. & Battista, M. K. (2005). The nature and consequences of weak understandings of geometric measurement. ROLE Program, National Science Foundation. 3 years of funding at $967,333.
  • Smith, J. P. & Battista, M. K. (2004). The educational consequences of weak understandings of measurement. ROLE Program, National Science Foundation, 3 years at $1,439,601 total.
  • Peterson, P.L. & Smith, J.P. (1996). Algebra matters in contexts of real lives: Understanding and assessment in a functions-centered curriculum. Office of Educational Research and Improvement, US Department of Education, $1,040,879.
  • “So What is X Again?”: The Problem of multiplemMeanings for variable symbols in learning algebra. (1995) James S. McDonnell Foundation, Cognitive Studies for Educational Practice Program, $149,409.
  • Ferrucci, B. & Thompson, P. W. (1995). Building partnerships to understand and improve mathematics teaching. Proposal to the National Science Foundation (Teacher Enhancement, Research on Teaching and Learning, and Urban Systemic Initiatives) • wrote the preliminary draft and the pre-proposal


Participation in Other Funded Projects


  • Ferrini-Mundy, J., Chazan, D., & Senk, S. Knowledge of Algebra for Teaching. Research on Learning & Education Program (ROLE), National Science Foundation, 8/01-7/03.• participate in the design and implementation of the empirical component


Conference Papers, Presentations, and Symposia

(chronological, from present to 1998, then alphabetical by author)


  • Lee, K. & Smith, J.P. (2009, May). Cognitive and linguistic challenges to understanding proving. Paper to be presented to the International Commission on Mathematics Instruction, Study 19, Proof and proving in mathematics education. Taipei, Taiwan.
  • Newton, J., Dietiker, L., Dingman, S., Horvath, A., Lappan, G., Smith, J. P., & Tarr, J. E. (2008, April). The completion of the CSMC K-8 state standards analyses: Probability and statistics. Paper presented at the 2008 Annual Meeting of the National Council of Supervisors of Mathematics, Salt Lake City, UT.
  • Smith, J. P., Males, L., & the STEM Project Team. (2008, August). Measuring the Measurement: An Analysis of Spatial Measurement in Elementary and Middle School Curricula. Presentation at the 2008 Michigan Council of Teachers of Mathematics Conference, Holt, MI.
  • Smith, J.P., Chang, K., Dietiker, L., Figueras, H., Lee, K., Males, L., Mosier, A., & Sisman, G. (2008, April). Assessing curricular contributions to poor measurement learning. Research symposium at the 2008 Research Pre-Session of the Annual Meeting of the National Council of Teachers of Mathematics, Salt Lake City, UT.
  • Smith, J. P., Dietiker, L., Lee, K., Males, L. M., Figueras, H., Mosier, A., Chang, K., & Sisman, G. (2008, March). Framing the analysis of written measurement curriculum. Paper presented to the 2008 Annual Meeting of the American Educational Research Association, New York, NY.
  • Smith, J. P., Lee, K., Dietiker, L., Figueras, H., Mosier, A., & Males, L. (2007, August). How well do our texts introduce and define area? Presentation to the 2007 MiCTM Conference, Holt, MI.
  • Glasser, H. & Smith, J. P. (2007, April). Conflating “sex” and “gender” in educational research: How unclear we are and why it matters. Paper presented to the Annual Meeting of the American Educational Research Association, Chicago, IL.
  • Lee, K. & Smith, J. P. (2007, April). Exploring the student’s conception of truth in mathematical reasoning. Paper presented to the Annual Meeting of the American Educational Research Association, Chicago, IL.
  • Dietiker, L. & Smith, J. P. (2007. March). Mathematics curricula & students’ opportunity to learn measurement (in Research on Curriculum: The Work of CSMC). Presentation at the Research Pre-Session of Annual Meeting of the National Council of Teachers of Mathematics, Atlanta, GA.
  • Smith, J.P., Speer, N, & Horvath, A. (2007, February). The practice of teaching collegiate mathematics: An important but missing topic of research. Presentation to the 10th Conference on Research on Undergraduate Mathematics Education, San Diego, CA.
  • Glasser, H. & Smith, J. P. (2006, April). Exploring and seeking definitions of gender and means to operationalize it in educational research. Paper presented to the Annual Meeting of the American Educational Research Association, San Francisco, CA.
  • Smith, J. P. (2006, August). Why are spatial quantities so difficult?: Examining the possibilities. Presentation to the Annual Meeting of the Michigan Council of Teachers of Mathematics. Holt, MI.
  • Smith, J. P. (2005, October). What is new in “new understandings” of algebra? Presentation to the Annual Meeting of the Michigan Council of Teachers of Mathematics. Grand Rapids, MI.
  • Smith, J. P. (2004, October). Students’ reactions to Standards-based reform. Presentation to the Annual Meeting of the Michigan Council of Teachers of Mathematics. Detroit, MI.
  • Lewis, G. L., Smith, J. P., & Star, J. R. (2004, April). Students’ approaches to learning mathematics in Standards-based curricula. Paper presented to Research Pre-Session of the Annual Meeting of the National Council of Teachers of Mathematics, Philadelphia, PA.
  • Star. J. R., Smith, J. P., & Hoffmann, A. J. (2004, April). Students’ perception of difference between traditional and Standards-based mathematics curricula. Paper presented at the Research Pre-Session of the Annual Meeting of the National Council of Teachers of Mathematics. Philadelphia, PA.
  • Smith, J. P. & Hoffmann, A. J. (2003, March). Students’ experiences after CMP: Transitions to a more traditional high school mathematics program. Presentation to teachers attending the CMP (Connected Mathematics Project) Users’ Conference. East Lansing, MI.
  • Chazan, D., Smith, J. P., Becker, B. J., Marcus, R. (2002). Teacher knowledge for teaching school algebra: Challenges in linking teacher knowledge and student achievement (part of the Interactive Symposium, Studying teacher knowledge for secondary school algebra instruction: Challenges in design and analysis, Joan Ferrini-Mundy (organizer). Proposal accepted to the 2003 Annual Meeting of the American Educational Research Association. Chicago, IL.
  • Smith, J. P. & Star, J, R. (2002, April). Students’ experiences moving between “traditional” and “reform” curricula: What are the implications for K–16 mathematics education? Paper presented at the Research Pre-Session of the 80th Annual Meeting of the National Council of Teachers of Mathematics, Las Vegas, NV. Navigating mathematical transitions: How do students experience fundamental changes in curriculum and instruction. Division C-2 Symposium, 2001 Annual Meeting of the American Educational Research Association, submitted by Jon Star, Beth Herbel-Eisenmann, Amanda Jansen, and John P. Smith III.
  • Star, J. R., Berk, D., Burdell, C., Jansen, A., Lewis, G. , Lazarovici, V., & Smith, J. P. (2001, October). Students' reactions and adjustments to fundamental curricular changes: What are "mathematical transitions"? How can we study them? In R. Speiser, C. A. Maher, & C. N. Walter (Eds.), Proceedings of the 23rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (vol. 1, 117–128). Snowbird, UT: ERIC Clearinghouse.
  • Cognitive and pedagogical issues in students’ learning of linear relationships in reform curricula. Division C-2 Symposium, 2001 Annual Meeting of the American Educational Research Association, submitted by Joanne Lobato and John P. Smith III.
  • Smith, J. P. (2001, April). Getting the most out of conceptually ambitious curricula means facing the facts of conceptual development. Paper presented at the Annual Meeting of the American Educational Research Association. Seattle, WA.
  • Smith, J. P. & Berk, D. (2001, April). The Navigating Mathematical Transitions Project: Background, conceptual frame, and methods. Paper presented at the Annual Meeting of the American Educational Research Association. Seattle, WA.
  • Smith, J. P., & Burdell, C. (2001, April). “The math is different, but I can deal”: Studying students’ experiences in a reform-based mathematics curriculum. Paper presented at the Annual Meeting of the American Educational Research Association. Seattle, WA.
  • Smith, J. P., Lewis, G, Lazarovici, V. (2001, April). Meeting the demands of calculus AND college life: The mathematical experiences of graduates of some reform-based high school programs. Paper presented at the Annual Meeting of the American Educational Research Association. Seattle, WA.
  • Smith, J. P. (2000, March). Mathematics goes to work: Spatial and geometric reasoning in die fabrication. Paper presented at the Bridging Research and Practice Conference, Dedham, MA.
  • Smith, J. P., Herbel-Eisenmann, B., Star, J., & Jansen, A. (2000, April). Quantitative pathways to understanding and using algebra: Possibilities, transitions, and disconnects. Paper presented at the Research Pre-Session of the Annual Meeting of the National Council of Teachers of Mathematics, Chicago, IL.
  • Smith, J. P., Star, J., & Herbel-Eisenmann, B. (2000, April). Studying mathematical transitions: How do students navigate fundamental changes in curriculum and pedagogy? Paper to be presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Smith, J. P., Herbel-Eisenmann, B., Breaux, G., Burdell, C., Jansen, A., Lewis, G., & Star, J. (2000, October). How do students adjust to fundamental changes in mathematics curricula. In M. L. Fernandez (Ed.), Proceedings of the 22nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (vol. 1, 127–132). Columbus, OH: ERIC Clearinghouse.
  • Star, J. & Smith, J. P. (2000, September). Understanding “reform” at the collegiate level: Exploring students’ experience in reform calculus. Paper presented to the Association for Research in Undergraduate Mathematics Education. Chicago, IL
  • Herbel-Eisenmann, B., Smith, J.P., Star, J. (1999, April). Middle school students’ algebra learning: Understanding linear relationships in context. Paper presented at the Annual Meeting of AERA, Montreal, CA.
  • Reys, R. (1999, April). Standards-based NSF middle grade mathematics curricula: What does research say about its impact on students? Paper presented at the Research Pre-Session of the 1999 Annual Meeting of the National Council of Teachers of Mathematics, San Francisco, CA.
  • Smith, J.P., Phillips, E. A., & Herbel-Eisenmann, B. (1998, November). Middle school students’ algebraic reasoning: New skills and understandings from a reform curriculum. Proceedings of the 20th Annual Meeting of Psychology of Mathematics Education, North American Chapter, vol. I, pp. 173-178. Raleigh, NC.


Invited Talks and Workshops


  • What is the Mathematics Learning Research Group and Why Does it Work?. Video presentation to the College of Education, in recognition of Excellence in Teaching., January, 2006.
  • From riches to near emptiness: The range of mathematics in routine work practices in the automobile industry. Invited Talk, Technical Education Research Center (TERC), Cambridge, MA., December, 1998.
  • Providing access to algebra for all middle schoolers: Key ideas, assessment, and questions for further study (with Betty Phillips). Keynote address, Michigan Council of Teachers of Mathematics, Lansing, MI, October, 1998
  • Building a base of algebra understanding with students. Workshop for all 8th and 9th grade mathematics teachers, Traverse City Area Public Schools, Traverse City, Michigan. April, 1998.


Reports


  • Smith, J. P. (1996, December). Research Summary: The “Mathematics in Michigan’s Industrial Workplaces” Project. (final report to All-University Research Initiation Grant Committee, Michigan State University).
  • Smith, J.P. (1993, November). Final Report to the Spencer Foundation, Small Grants Program, “Expert Knowledge of Rational Numbers: The Nature of Advanced Mathematical Knowledge Systems” Project
  • Smith, J.P. (1992, August). Final Report to the McDonnell Foundation’s Program in Cognitive Studies for Classroom Practice: “Designing for Learning Fractions” Project.


Conferences Organized


  • The Social Contexts of Mathematics Education, the second annual MSU Conference on Mathematics Thinking, Learning, and Teaching, September 27, 2006, with MSU students and support from MSU’s Division of Science and Mathematics Education. Speakers included: Na’ilah Nasir, Rico Gutstein, Dorinda Carter, and Anna Sfard.
  • Evolving Perspectives on Mathematical Thinking, Learning, and Teaching, September 22 & 23, 2005. With support from MSU’s Division of Science and Mathematics Education. Speakers included: Paul Cobb, Ellice Forman, Jim Greeno, and Anna Sfard.
  • Situations, Technology, and Students: Learning and Teaching Introductory Algebra. (with Dan Chazan) Michigan State University, June 17-20, 1993, with support from the Algebra Working Group of the National Center for Science and Mathematics Education, 30 researchers, teachers and curriculum and software designers.


Journal Editorships


  • Executive Editor, Cognition & Instruction, Editor: Andy diSessa, from August, 2007.
  • Associate Editor, Cognition and Instruction, Editors: Richard Lehrer and Annemarie Palincsar, from 2002.


Editorial Boards


  • Division C-3, AERA Annual Meeting submissions (Fall 2008)
  • Cognition and Instruction, from 1998 to 2002.


Other Reviews


  • British Journal of Developmental Psychology
  • Educational Researcher
  • International Journal of Computers for Mathematical Learning
  • Journal of the Learning Sciences
  • Journal for Research in Mathematics Education
  • Journal of Behavioral and Educational Statistics
  • Mathematics Thinking and Learning
  • Research on College Mathematics Education
  • AERA Annual Meeting, Division C-2 (formerly C-4)
  • AERA Annual Meeting, Division K-2
  • AERA Annual Meeting, Division C, Student Research Award (1993-94)
  • Psychology of Mathematics Education, North American Chapter
  • Spencer Foundation, major grants program
  • Knowles Science Teaching Foundation, young scholars fellowship program (from 2007)
  • Algebraic thinking in Adult Education, draft report from the National Institute of Literacy (2008)
  • Teachers' Use of Mathematics Curriculum Materials: Research: Perspectives on Relationships Between Teachers and Curriculum, Remillard, Herbel-Eisenmann, & Lloyd, Eds. (2005)
  • Understanding Science and Mathematics Matters, Lawrence Erlbaum Associates (2004)
  • Cases of Mathematics Instruction to Enhance Teaching (COMET) Project, Learning Research and Development Center (1999)
  • Strand Maps, Benchmarks for Science Literacy, Project 2061, American Association for the Advancement of Science (1999)
  • Disseminating New Math Knowledge about Mathematics Instruction, LRDC/AFT (1990)
  • Developing Mathematical Ideas, “Teaching to the Big Ideas,” SummerMath for Teachers, Mt Holyoke College (1997).
  • MSU Intramural Research Grants Program


Other Professional Service


  • Member, Technical Working Group, Adult Numeracy Panel, Office of Vocational and Adult Education, U.S. Department of Education, January to June 2008
  • Advisory Board, Examining prospective teachers’ learning of three mathematics teaching practices—posing, interpreting, and responding—during teacher preparation. NSF CAREER grant to Sandra Crespo, PI (June 2006 through May 2010).
  • MSU New Orleans Summer Project (June 2006)
  • Curriculum Consultant, 2005 Fulbright-Hayes Study Tour, Andalusian Morocco & Spain, Center for Middle East and North African Studies, University of Michigan
  • Review Panel Member, Foreign Secondary School Educators Program, Binational Fulbright Commission, Cairo, Egypt, 2004
  • Discussant, “Teaching and Learning Algebra,” AERA Annual Meeting, April 2001.
  • Discussant, “The Role of Teachers’ Content Knowledge in Mathematics and Science Instruction,” AERA Annual Meeting, April 2001.
  • Discussant, “Researching Systematic Change in Mathematics Education Using New Technologies: A Research Team’s Growing Pains” (J. Confrey, Symposium Organizer and Chair), Annual Meeting of AERA, April 1998.
  • Chair & Discussant, “Studies in Mathematical Problem Solving,” AERA Annual Meeting of AERA, April 1998.
  • Chair and Discussant, “Contextualized Approaches to Learning Mathematics: Benefits and Drawbacks,” Annual Meeting of AERA, April 1997.
  • Steering Committee, Mathematics and Science Education Theme, College of Education and Division of Natural Sciences, Michigan State University, Fall 1996.
  • Prison teaching, G. Robert Cotton Facility, Jackson, MI, elementary and high school mathematics (January 1993 – April 1997).
  • Chair, Partnerships in Research Task Force, National Council of Teachers of Mathematics, (January 1993 - May, 1995).


Other Faculty Affiliations


  • Faculty Advisory Committee, MSU Peace and Justice Specialization, since 2004


Memberships


  • American Educational Research Association (AERA)
  • International Group for the Psychology of Mathematics Education (PME)
  • & North American Chapter, PME
  • National Council of Teachers of Mathematics (NCTM)
  • Michigan Council of Teachers of Mathematics (MiCTM)
  • Special Interest Group, Research in Mathematics Education, AERA