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Permanent Office: Stevenson Hall 326D Fax: (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. Martin, T. S., & Speer, W. R. (In review). 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. and 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 review). Formal proof in high school geometry: Learning the rules of the game. In M. Blanton, D. Stylianou, & E. Knuth (Eds.) Teaching and Learning Mathematics Proof Across the Grades. 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. Martin, T. S., & Barker, D. (2007). Factors influencing the use of representations in the classroom. In XXX (Eds.) Proceedings of the Twenty-ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. XXX, pp. XXX-XXX). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martin, T. S. (ed.) (2007). Mathematics Teaching Today: Improving Practice, Improving Student Learning, Second edition. (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 Twenty-eighth 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 Twenty-sixth 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 Twenty-fourth 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 Twenty-third
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
Twenty-second 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 Twenty-second 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 eighteenth 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.
Last updated December 25, 2007