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Office: Stevenson Hall 329C Hours: By appointment Phone: (309) 438-7864Fax: (309) 438-5866 e-mail: tsmartin@ilstu.edu Mailing Address: |
"An Investigation of Pedagogical Factors
Influencing Student Understanding of Geometric Proof." Co-Principal
Investigator with Dr. Sharon Soucy McCrone and Fiscal Agent.
The purpose of the three-year study is to develop an empirically
grounded theoretical model that relates pedagogy to student understanding
of geometric proofs. National Science Foundation. Award period:
4/01/00 5/31/04. Total amount of award: $409,372.
Journal Articles
Martin, T. S. (In preparation). From practice to research: A review of Teachers Engaged in Research: Inquiry into Mathematics Classrooms, (4 volume set). Journal for Research in Mathematics Education. Barker, D. D., Lannin, J. K., & Martin, T. S. (In preparation). Teachers’ Knowledge Use in the Classroom: Knowledge Interactions within Pedagogical Content Knowledge. To be submitted to: Journal of Mathematics Teacher Education Martin, T. S., & Speer, W. R. (in press). Professional standards revisited: Mathematics teaching today. Teaching Children Mathematics. Martin, T. S., McCrone, S. M. S., Bower, M. L., & Dindyal, J. (2005). The interplay of teacher and student actions in the teaching and learning of geometric proof. Educational Studies in Mathematics, 60 (1), 95-124. Martin, T. S., & Day, R. (2004). Book review: “Understanding Calculus, Second Edition. H. S. Bear, 2003. Hoboken, NJ: John Wiley & Sons, Inc.” Mathematics Teacher, 97 (5), p. 382. McCrone, S. S., & Martin, T. S. (2004). Assessing high school students’ understanding of geometric proof. Canadian Journal of Science, Mathematics, and Technology Education, 4 (2), 223-242. Martin, T. S., & McCrone, S. S. (2003). Classroom Factors Related to Geometric Proof Construction Ability. Mathematics Educator, 7 (1), 18-31. Martin, T. S., Hunt, C. A., Lannin, J., Leonard, Jr., W., Marshall, G. L., & Wares, A. (2001). How reform secondary mathematics texts stack up against NCTM's principles & standards. Mathematics Teacher, 94 (7), 540-545, 589. Martin, T. S., & Day, R. (2000). Performance-based assessment of secondary mathematics student teachers. Action in Teacher Education, 23 (3), 86-95. Martin, T. (2000). Calculus students’ abilities to solve geometric related rate problems. Mathematics Education Research Journal, 12 (2), 74-91. Martin, T. S. (2000). Book review: “African Fractals: Modern Computing and Indigenous Design. Ron Eglash. 1999. New Brunswick, NJ: Rutgers University Press.” Mathematics Teacher, 93 (2), 160-161. Martin, T., & Johnson, A. (1995). Penrose tilings. New England Mathematics Journal, 27 (2), 23-46. Martin, T. (1991). Fracturing our ideas about dimension. In C. Findell (Ed.), NCTM Student Math Notes (pp.1-4). Supplement to NCTM News Bulletin, 28 (2).
Books & Book Chapters
Martin, T. S., & McCrone, S. M. S. (in preparation). Reflecting on research paradigms to situate the teaching and learning of proof. In M. Blanton, D. Stylianou, & K. Weber (Eds.) Research paradigms on the teaching and learning of proof McCrone, S. M. S., & Martin, T. S. (in production). Formal proof in high school geometry: Student perceptions of structure, validity and purpose. In M. Blanton, D. Stylianou, & E. Knuth (Eds.) Teaching and learning mathematics proof across the grades. New York: Routledge/Taylor & Francis. Burke, M., Luebeck, J., Martin, T. S., McCrone. S., Piccolino, A., & Riley, K. (in production). Principles and standards for school mathematics Navigations series: Navigating through reasoning & proof in grades 9-12. Reston, VA: National Council of Teachers of Mathematics. National Council of Supervisors of Mathematics. (2008). The PRIME leadership framework: Principles and indicators for mathematics education leaders. Bloomington, IN: Solution Tree. (Writing team members: Don Balka, Laurie Boswell, John Carter, Linda Fulmore, Tim Kanold, Henry Kepner, Steve Leinwand, Miriam Leiva, Tami Martin, Ruth Miles, Suzanne Mitchell, Steve Viktora, and Gwen Zimmermann.) Martin, T. S., & Barker, D. (2007). Factors influencing the use of representations in the classroom. In Lamberg, T. & Wiest, L. R. (Eds.). (2007). Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 346-349). Stateline (Lake Tahoe), NV: University of Nevada, Reno. Martin, T. S. (Ed.) (2007). Mathematics teaching today: Improving practice, improving student learning, (2nd ed.) (A revision of the Professional Standards for Teaching Mathematics). Reston, VA: National Council of Teachers of Mathematics. McCrone, S. M. S., & Martin, T. S. (2006). Going beyond the rules: Making sense of proof. In S. Alatorre, J. L. Cortina, M. Sáiz, & A. Méndez (Eds.) Proceedings of the 28th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 235-236). Mérida, Mexico: Universidad Pedagógica Nacional. McCrone, S. S., & Martin, T. S. (2004). The impact of teacher actions on student proof schemes in geometry. In D. McDougall (Ed.), Proceedings of the 26th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 593-602). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martin, T. S., & McCrone, S. S. (2003). The teaching and learning of geometric proof: An emerging theory. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 2003 joint meeting of the International Group for the Psychology of Mathematics Education and the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 244). Honolulu, HI: Center for Research and Development Group. Dossey, J. A., Jones, C. O., & Martin, T. S. (2002). Analyzing student responses in mathematics using two-digit rubrics. In D. F. Robitaille & A. E, Beaton (Eds.) Secondary Analysis of the TIMSS Results. Dordrecht, The Netherlands: Kluwer Academic Publishers. McCrone, S. S., Martin, T. S., Dindyal, J., & Wallace, M. L. (2002). An investigation of classroom factors that influence proof construction ability. In D. Mewborn (Ed.), Proceedings of the 24th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 1701-1712). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martin, T. S., & McCrone, S. S. (2001). Investigating the teaching and learning of proof: First year results. In R. Speiser (Ed.), Proceedings of the 23rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 585-594). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. McCrone, S. S., & Martin, T. S. (2000). Tools for investigating high school students’ understanding of geometric proof. In M. 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, pp. 295-299). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martin, T. S., & Day, R. (2000). Performance-based assessment of secondary mathematics student teachers. In M. Fernandez (Ed.), Proceedings of the 22nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 579-584). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martin, T. (1996). First-year calculus students' procedural and conceptual understandings of geometric related rate problems. In E. Jakubowski, D. Watkins, and H. Biske (Eds.), Proceedings of the 18th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 47-52). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martin, T. (1994). Investigation 7: What in the world are fractals? In F. R. Curcio and N. S. Bezuk (Eds.), Curriculum and evaluation standards for school mathematics addenda series, Grades 5-8: Understanding rational numbers and proportions (pp. 76-89). Reston, VA: National Council of Teachers of Mathematics. Greenes, C., Chapin, S., Findell, C., Spungin, R., Johnson, A., & Martin, T. (1991 and 1992). Project FOCUS. Seven modules designed for mathematics remediation at the college level. Boston: Boston University.
Last updated September 18, 2008