Research team: USA |

Name: TERRY WOOD USA Research AffiliateContact 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: This e-mail address is being protected from spambots. You need JavaScript enabled to view it Web page: www.edci.purdue.edu/wood 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. Name: JOANNE LOBATOCoordinator US Data collection Position: Associate Professor 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: This e-mail address is being protected from spambots. You need JavaScript enabled to view it 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. |