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USA |
Name: TERRY WOOD
USA Research Affiliate
Contact details:
Department of Curriculum and Instruction
Beering Hall
100 N. University Street
Purdue University
West Lafayette, IN 47907-2067
United States of America
Phone:(765) 494-2353
Fax: (765) 496-1622
E-mail: twood@purdue.edu
Web page: www.edci.purdue.edu/wood |
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Recent and current
professional activities:
Terry Wood is Professor of Mathematics Education at Purdue University. She is
a field-based researcher studying classroom processes in elementary mathematics
classrooms in the United States. She is interested in the interplay between teaching
and student learning with a specific focus on the social and social cognitive
aspects of children's learning in mathematics classrooms. She has been awarded
grants from the National Science Foundation, the Spencer Foundation and Eisenhower
Mathematics and Science Education Act. Her edited books include Transforming
Children's Mathematics Education: International Perspectives, Mathematics Teacher
Education: Critical International Perspectives, and Beyond Classical
Pedagogy, Teaching Elementary School Mathematics. She publishes numerous
journal articles and book chapters Recent journal articles are: "Creating
a context for argument in mathematics class," Journal for Research in
Mathematics Education (1999) and "Children's Mathematical Thinking
Revealed in Different Classroom Cultures" (in review). Book chapters include: "Making
connections in practice" in Learning Mathematics: From Hierarchies
to Networks, and "Extending the Conception of Mathematics Teaching" in Beyond
Classical Pedagogy, Teaching Elementary School Mathematics. She is currently
managing editor for the Journal of Mathematics Teacher Education and
on the Editorial Board for Educational Studies in Mathematics. During
2001/2, Terry spent a 12 month sabbatical at the University of Melbourne. Part
of this time was spent working with Gaye Williams and David Clarke on the analysis
of the data from the Learner's Perspective Study. Beside The Learner's Perspective
Study, she is also involved in international collaborative projects in the Netherlands
and Honduras.
Selected Publications:
Wood, T., Nelson, B. S., & Warfield,
J. (Eds.).(2001). Beyond classical
pedagogy: Teaching elementary school mathematics. Mahwah, NJ: Erlbaum.
Jaworski, B., Wood, T., & Dawson, A. J. (Eds.).(1999). Mathematics
teacher education: Critical international perspectives. London: Falmer
Press.
Wood, T. (1999). Creating a context for argument in mathematics class. Journal
for Research in Mathematics Education, 30, 171-191.
Wood, T. (1999). "Children doing mathematics": Giving
fresh meaning to a time-honored notion. Educational Studies in Mathematics, 37, 295-299.
Wood, T. & Turner-Vorbeck, T. (1999). Developing teaching of mathematics:
Making connections in practice. In: L. Burton (Ed.), Learning mathematics:
From hierarchies to networks (pp.173-186). London: Falmer
Press.
Wood, T. (1998). Funneling or focusing? Alternative patterns of communication
in mathematics class. In H. Steinbring, M. G. Bartolini-Bussi, A. Sierpinska
(Eds.), Language and communication in the mathematics classroom (pp.
167-178). Reston, VA: National Council of Teachers of Mathematics.
Wood, T., & Sellers, P. (1997). Deepening the analysis: Longitudinal
assessment of a problem-centered mathematics program. Journal for Research
in Mathematics Education, 28, 163-186.
Wood, T. (1996). Events in learning mathematics: Insights from research
in classrooms. Educational
Studies in Mathematics, 30, 85-105.
Wood, T. (1995). An emerging practice of teaching. In P. Cobb & H.
Bauersfeld (Eds.), The emergence of mathematical meanings: Interaction in
classroom cultures (pp. 203-227). Hillsdale, NJ: Erlbaum.
Wood, T., Cobb, P., Yackel, E., & Dillon, D. (Eds.). (1993). Rethinking
elementary school mathematics: Insights and issues. Journal for Research
in Mathematics Education Monograph Series No. 6. Reston, VA: National
Council of Teachers of Mathematics.
Cobb, P., Wood, T., Yackel, E., & McNeal, B. (1992). Characteristics
of classroom mathematics traditions: An interactional analysis. American
Educational Research Journal, 29, 573-604.
Wood, T., Cobb, P., & Yackel, E. (1991). Change in teaching
mathematics: A case study. American Educational Research Journal, 28,
587-616.
Steffe, L. P., & Wood, T. (Eds.)á(1990). Transforming children's
mathematics education. International Perspectives. Hillsdale, NJ:
Erlbaum.
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Name: JOANNE LOBATO
Position: Associate Professor
Coordinator US Data collection
Contact details:
Department of Mathematics and Statistics and
the Center for Research in Mathematics and Science Education.
San Diego State University
6475 Alvarado Rd, Suite 206
San Diego, CA 92120
Phone: +1 619 594 2957
Fax: +1 619 594 1581
Email: lobato@saturn.sdsu.edu |
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Recent and current professional activities:
Joanne Lobato is an Associate Professor in the Department of Mathematics and
Statistics and a member of the Center for Research in Mathematics and Science
Education at San Diego State University. She directed the US data collection
effort for the Learner’s Perspective Study as co-principal investigator
(with David Clarke) of a grant from The Spencer Foundation. She also directs
the project Generalization of Learning Mathematics Through Multimedia Environments,
funded by the National Science Foundation. This project involves a theoretical
reconceptualization of transfer, informed by multiple empirical studies
of secondary school students’ understanding of rates of change.
Selected publications:
Lobato, J. (2003). How design experiments can inform a rethinking of transfer
and vice versa. Educational Researcher, 32(1), 17-20.
Lobato, J., Ellis, A.B., & Muñoz, R. (2003). How “focusing phenomena” in
the instructional environment afford students’ generalizations. Mathematical
Thinking and Learning, 5(1), 1-36.
Lobato, J., & Ellis, A.B. (2002). The focusing effect of technology:
Implications for teacher education. Journal of Technology and Teacher Education,
10(2), 297-314.
Lobato, J., & Ellis, A.B. (in press). An analysis of the teacher’s
role in supporting students’ connections between realistic situations and
conventional symbol systems. Mathematics Education Research Journal,
14 (2).
Lobato, J., & Siebert, D. (2002). Quantitative reasoning in a reconceived
view of transfer. The Journal of Mathematical Behavior, 21(1), 87-116.
Lobato, J., & Thanheiser, E. (2002). Developing understanding of ratio
as measure as a foundation for slope, in B. Litwiller, (Ed.) Making sense of
fractions, ratios, and proportions: 2002 Yearbook (pp. 162-175).
Reston, VA: National Council of Teachers of Mathematics.
Olive, J. & Lobato, J. (in press). The learning of rational number concepts
using technology. In M. K. Heid, & G. Blume (Eds.), Research on technology
and the teaching and learning of mathematics. Greenwich, CT: Information
Age Publishing, Inc. |
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