Vita
January 2012
Patrick W. Thompson
Professor, Mathematics Education
Arizona State University
Mathematics: School
of Mathematical & Statistical Sciences
P.
O. Box 871804
Tempe,
AZ 85287-1804
E-mail Pat.Thompson@asu.edu
Web site: http://Pat-Thompson.net/
Learning, teaching,
curriculum, and professional development in the areas of:
-
Algebraic
reasoning in elementary and secondary mathematics
-
Development
of quantitative reasoning in mathematics and science
-
Development
of teachersÕ and studentsÕ understanding of calculus
-
Relationships
among probabilistic, statistical, and quantitative reasoning
-
Technology in
learning and teaching mathematics
University
of Georgia, 1977 - 1982, Ed.D. Mathematics Education (Dissertation title: A Theoretical Framework for Understanding
Young ChildrenÕs Concepts of Whole Number Numeration, L. P. Steffe, Advisor.)
University
of Georgia, 1975 - 1977, M.Ed. Mathematics Education
Central
Washington State College, 1968 - 1972, B.Sc. Mathematics (Cum Laude)
Professor of Mathematics Education, Arizona State University (2005-Present)
Director of Research, Center for Research on Education in Science,
Mathematics, Engineering and Technology; Arizona State University (2005-2008)
Professor of Mathematics Education, Vanderbilt University (1997-2005)
Chair, Department of Teaching and Learning, Peabody College, Vanderbilt University (2000 -
2003)
Founder and co-director, Vanderbilt Program for Talented Youth,
(1998-2000)
Professor
of Mathematical Sciences, Emeritus, San Diego State University (1999-present)
Director, Joint Ph.D. in Mathematics and Science
Education, San Diego State
University and University of California, San Diego (1995-1997)
Professor of Mathematical Sciences, San Diego State University (1992-1997)
Associate
Professor of Mathematical Sciences, San Diego State University (1990-1992)
Associate Professor of Mathematics, Illinois State University (1985-1990)
Assistant
Professor of Mathematical Sciences, San Diego State University (1982-1985)
Lecturer,
Department of Mathematical Sciences, San Diego State University (1980-1982)
Research
Associate, Department of Mathematics Education, University of Georgia
(1977-1980)
Program Mathematics Educator, West African
Regional Mathematics Programme, USAID (1973-1975)
Peace
Corp Volunteer, Uganda and Sierra
Leone (1972-1973)
Finalist, ASU ParentsÕ Association Professor of the Year (2011)
Fellow, American Educational Research Association (Elected 2010)
Senior Scholars in Mathematics Education Lecture, Brigham Young
University (December 2008)
Featured Guest, Mathematics Education Student Association (November,
2008)
Honored Guest, Japan Society of Mathematics Education, Hiroshima
University (September, 2007)
Visiting Scholar, Singapore National Institute of Education (July,
2006)
University of Georgia College of Education Distinguished Alumni Award
for Professional Achievement (2006)
Maseeh Lecture, Portland State University (2006)
Fullbright Senior Specialist, Israel. (2004)
Fullbright Senior Specialist, Israel, (2002).
Spencer Mentor for Dissertation Fellow Awardees, Spencer Foundation
(2000)
Runner-up, Article of the Year, Journal
for Research in Mathematics Education (1994)
Initiative Award. Recognized by Illinois State University for
outstanding work in initiating significant research programs. (1987)
Recognition Award for contributions to research in the Illinois State
University Laboratory School. (1987)
Leadership Award, San Diego and Imperial Counties
Teacher Education and Computer Center. Awarded for outstanding contributions to
the improvement of mathematics teaching and learning. (1984)
At-large member of the Executive Board,
International Group for the Psychology of Mathematics Education – North
American Chapter, 1998-2001.
Co-chair, Special Interest Group for Research in
Mathematics Education of the American Educational Research Association,
1988-1990
Research Advisory Committee of the National
Council of Teachers of Mathematics (1993-1996; Chair, 1995-1996)
Co-chair Division C, Section 2 Program Committee
of the American Educational Research Association, 1992
College
Board SAT Mathematics Subject Tests Writing Committee (2011-present)
Writing
Team, Common Core Career and College Readiness Standards (2009-2010)
Institute
for Mathematics Education, University of Arizona (Executive Board, 2007-present)
James
J. Kaput Center for Research and Innovation in Mathematics Education (Advisory Board, 2007-present)
Mathematical
Association of America, Working Group for Algebra as a Gateway to a
Technological Future. (2006)
American
Statistical Association, Committee to Establish Guidelines for Statistics in
Mathematics Education Research (2004-2006)
National
Research Council Committee on Evaluating Curricular Effectiveness: Judging the
Quality of K-12 Mathematics Evaluations (2002-2004)
College Entrance Examining Board, Committee for
the Organization of the Graduate Record Exam Quantitative Reasoning Measure
(1993-1994)
Thompson, P. W. (2012, April) Keeping thinking in calculus. Invited
presentation at the International Conference on Mathematics in Mathematics
Education, Tel Aviv, Israel.
Thompson, P.W. (2012, January)
The Professional Development of Secondary
Mathematics Teachers: A Triburte to Judy Sowder. Keynote address at the
Conference to Honor the Career of Judith Threadgill-Sowder.
Thompson, P. W. (2010,
November). Research as professional
development: The role of research in reforming mathematics instruction at
two-year colleges. Keynote address given at the annual meeting of the
American Mathematical Association of Two-Year Colleges.
Thompson, P. W. (2010,
September). Quantitative reasoning and
mathematical modeling. Keynote address given at the Invitational Planning
Conference for the Wyoming Institute for the Study and Development of
Mathematical Education, Laramie, WY.
Thompson, P. W. (2010, March).
School mathematics is largely useless for
learning physics. But it neednÕt be. Keynote address given at the annual
meeting of the American Physical Society, Portland, OR.
Thompson, P. W. (2009, April).
Rate of change and the fundamental
theorem of calculus. Keynote address at the Institute for Mathematics and
Education Workshop on Calculus Learning, Tucson, AZ.
Thompson, P. W. (2008,
December). In the absence of meaning.
Senior Scholars in Mathematics Education Lecture on the Future of Mathematics
Education, Brigham Young University.
Thompson, P. W. (2008,
November). A unified vision of learning
and teaching mathematics K-16. Featured lecture, Mathematics Education
Student Association, University of Georgia.
Thompson, P. W. (2008, July). Conceptual analysis of mathematical ideas: Some spadework at the
foundations of mathematics education. Plenary paper presented at the Annual
Meeting of the International Group for the Psychology of Mathematics Education,
Morelia, Mexico.
Thompson, P. W. (2007, September). Constructivism in mathematics education.
Japan Society of Mathematics Education, Hiroshima.
Thompson, P. W. (2007, September). A new perspective on mathematical literacy.
Japan Society of Mathematics Education, Hiroshima.
Thompson, P. W. ( 2007, February). Epistemology, ontology, and method. Paper delivered at the International Workshop on Guided
construction of knowledge in classrooms, Hebrew University, Jerusalem.
Thompson, P. W. (2006, March). Where is the mathematics in mathematics
education. Invited address in the Maseeh Lecture Series, Portland State
University, Portland, Oregon.
Thompson, P. W. (2006, February). Democracy and mathematics: The legacy of Jim
Kaput in mathematics education research. Invited address, Mathematical
Association of America Annual Conference on Research in Undergraduate
mathematics Education, Rutgers University, Piscataway, NJ.
Thompson, P. W. (2005, February). What it means to understand what it means to
understand a mathematical idea deeply. Invited opening address,
Mathematical Association of America Annual Conference on Research in Undergraduate
Mathematics Education, Phoenix, Arizona.
Thompson, P. W. (2004, June). Cross-talk and miscommunication in teaching mathematics. Invited
plenary address given at the Maine Symposium on Research in Mathematics and
Science Education, University of Maine, Orono, Maine.
Thompson, P. W. (2004, May). The concept of tool in mathematics teaching. Fullbright lecture
given at the Weizmann Institute of Technology, Rehovot, Israel.
Thompson, P. W. (2004, May). The many faces of multiplicative reasoning. Fullbright lecture
given at the University of Tel Aviv, Tel Aviv, Israel.
Thompson, P. W. (2004, May). The tangled web of probabilistic reasoning. Fullbright lecture
given at the Technion University, Haifa, Israel.
Thompson, P. W. (2002, June). Making sense of interviews. Invited plenary address given at the
Conference on The Role of Research in Science and Mathematics Education Reform,
Orono, Maine.
Thompson, P. W. (2001, September). What is the probability that Al Gore will be
elected President in 2004 given that he lost the 2000 election? Or, why
probabilistic reasoning is so hard. Invited opening address, Mathematical
Association of America Annual Conference on Research in Undergraduate
Mathematics Education, Chicago, Illinois.
Thompson, P. W. (1999). Representations and
evolution: A discussion of DuvalÕs and KaputÕs papers. In F. Hitt (Ed.). Proceedings of the Twenty-first Annual
Meeting of the Psychology of Mathematics Education, North America, Plenary
Volume. Cuernavaca, Mexico: Centro de Investigaci—n y de Estudios
Avanzados.
Thompson, P. W., & Cobb. P. (October, 1998). On relationships between psychological and
sociocultural perspectives in mathematics education. Invited plenary
address given at the Annual Meeting of the International Group for the
Psychology of Mathematics Education – North America. Raleigh, NC.
Thompson, P. W. (1996,
November). If you say it, will they hear?
Or, the relevance to teaching mathematics of research on mathematics learning
and comprehension. Invited featured session at the Annual Meeting of the
American Mathematical Association of Two Year Colleges, Long Beach, CA.
Thompson, P. W., & Sfard, A. (October, 1994). Problems of reification: Representations and
mathematical objects. Invited plenary address given at the Annual Meeting
of the International Group for the Psychology of Mathematics Education –
North America. Baton Rouge, LA.
Thompson, P. W. (1994, March) Concepts of Function, Concepts of Rate, and
NewtonÕs Fundamental Theorem of Calculus. Invited plenary address at the
Center for Investigations in Mathematics Education, Mexico City.
Thompson, P. W. (1993, January). Students, functions, and the undergraduate
mathematics curriculum. Invited plenary address given at the Joint Meeting
of the American Mathematical Society and the Mathematical Association of
America. San Antonio, TX.
Thompson, P. W. (1984, April). Computer environments for diagnosing concept
formation. Invited plenary address given at the Annual Meeting of the
Research Council on Diagnostic and Prescriptive Mathematics, San Francisco.
Research in Collegiate Mathematics Education
(co-editor, 2006-2008; editor, 2008-present)
Cognition and Instruction (associate editor;
2002-2007)
Journal
for Research in Mathematics Education (Appointed 2002; withdrew for health
reasons)
International Journal of
Science and Mathematics Education (2010-2013)
Open Mathematical Education
Notes—Online journal of the Scientific Society of Mathematicians of Banja
Luka, Bosnia (2010-2013)
Educational Researcher
(2000-2003)
Educational Studies in
Mathematics (1992-1996; 2000-2004)
International Journal of
Computers in Mathematics Learning (1999-present)
Peabody
Journal of Education (1997-2005)
Journal of Artificial Intelligence in Education (1989-1992)
Journal of Computers in Mathematics and Science
Teaching (1992-1995)
Australian Research Council
Canadian Research Council
Cognition and Instruction
European Journal of Learning and Instruction
Journal for Research in Mathematics Education
Journal of the Learning Sciences
Mathematics Teacher
National Science Foundation:
Applications of Advanced
Technology
Research on Learning and
Evaluation
Research on Teaching and
Learning
Teacher Professional
Continuum
Research in Undergraduate Mathematics Education
Spencer Foundation
American Educational Research Association
Association of Mathematics Teacher Educators
National Council of Teachers of Mathematics
Mathematical Association of America
International Group for the Psychology of
Mathematics Education
Thompson, P. W.,
Harel, G., & Thomas, M. O. J. The
Didactics of Calculus. (in preperation).
Confrey,
J., Thompson, P. W., Grouws, D., Saari, D., Castillo-Chavez, C., Schmidt, W.,
Mahone, C., Valez, W. (2004). On
evaluating curricular effectiveness: Judging the quality of K-12 mathematics
evaluations. Washington, DC: National Academies Press.
Hitt, F., Holton,
D., Thompson, P. W. (Eds.) (2010) Research
in Collegiate Mathematics Education VII (Issues in Mathematics Education,
Vol. 16). Washington, DC: American Mathematical Society.
Steffe,
L. P., & Thompson, P. W. (Eds.), (2000). Radical constructivism in mathematics and science education: Essays in
honor of Ernst von Glasersfeld. London: Falmer Press.
Thompson, P. W, Byerley, C., &
Hatfield, N. (in press). A conceptual approach to calculus made possible by
technology. Computers in the Schools.
Weber, E.,
Tallman, M., Byerley, C., & Thompson, P. W. (in press). Introducing the
derivative via calculus triangles. Mathematics
Teacher.
Liu, Y.,
& Thompson, P. W. (2009). Mathematics teachers' understandings of
proto-hypothesis testing. Pedagogies, 4(2), 126-138.
Thompson, P. W.
(2008). On professional judgment and the National Mathematics Panel report. Educational Researcher, 37(9), 582-587.
Silverman,
J., & Thompson, P. W. (2008). Toward a framework for the development of
mathematical knowledge for teaching. Journal of Mathematics Teacher
Education, 11, 499-511.
Thompson, P. W., Carlson, M. P., & Silverman, J. (2007). The
design of tasks in support of teachersÕ development of coherent mathematical
meanings. Journal of Mathematics Teacher
Education, 10, 415-432.
Liu, Y., & Thompson, P. W. (2007). TeachersÕ understandings of
probability. Cognition and Instruction,
25(2-3), 113-160.
Saldanha, L. A. and Thompson, P. W. (2007).
Exploring connections between sampling distributions and statistical inference:
An analysis of studentsÕ engagement and thinking in the context of instruction
involving repeated sampling, International
Electronic Journal of Mathematics Education, 2(3), 270-297.
Saldanha, L., & Thompson, P. W. (2002). StudentsÕ conceptions of
samples and their relationship to statistical inference. Educational Studies in Mathematics, 51(3), 257-270.
Thompson, P. W. (2001). Holistic perspectives on instructional design
[Review of Symbolizing and Communicating
in Mathematics Classrooms, P. Cobb, E. Yackel, & K. McClain (Eds.)] Journal for Research in Mathematics Education.
Thompson, P. W. (2000). What is required to understand fractal
dimension? Mathematics Educator,
10(2), 33-35.
Steffe, L. P., & Thompson, P. W. (2000). Interaction or
intersubjectivity? A reply to Lerman. Journal
for Research in Mathematics Education, 31(2), 191-209.
Thompson, A. G., & Thompson, P. W. (1996, January). Talking about
rates conceptually, Part II: Mathematical knowledge for teaching. Journal for Research in Mathematics
Education, 27(1), 2-24.
Dugdale, S., Thompson, P. W., et. al (1995). Technology and algebra
curriculum reform: Current issues, potential directions, and research
questions. Journal of Technology in
Mathematics, 14(3), 325-358.
Kaput, J. J., & Thompson, P. W. (1994). Technology in mathematics
education research: The first 25 years in JRME.
Journal for Research in Mathematics
Education, 25(6), 676-684.
Thompson, P. W. (1994). Students, functions, and the undergraduate
mathematics curriculum. In E. Dubinsky, A. H. Schoenfeld, & J. J. Kaput
(Eds.), Research in Collegiate Mathematics
Education, 1 (Issues in Mathematics Education Vol. 4, pp. 21-44).
Providence, RI: American Mathematical Society.
Thompson, P. W., & Thompson, A. G. (1994). Talking about rates
conceptually, Part I: A teacherÕs struggle. Journal
for Research in Mathematics Education, 25(3),
279-303.
Thompson, P. W. (1994). Images of rate and operational understanding
of the Fundamental Theorem of Calculus. Educational
Studies in Mathematics, 26(2-3),
229-274.
Thompson, P. W. (1994). Concrete materials and teaching for
mathematical understanding. Arithmetic
Teacher, 41(9), 556-558.
Thompson, P. W. (1993). Quantitative reasoning, complexity, and
additive structures. Educational Studies
in Mathematics, 25(3), 165-208.
Thompson, P. W. (1993). Yes, Virginia, some children do grow up to be
mathematicians. [Review of Advanced
Mathematical Thinking, D. Tall (Ed.)]. Journal
for Research in Mathematics Education, 24(3),
279-284.
Thompson, P. W. (1992). Notations, conventions, and constraints:
Contributions to the effective use of concrete materials in elementary
mathematics. Journal for Research in
Mathematics Education, 23(2),
123-147.
Thompson, P. W. (1990). Review of Interactive
Physics, The Mathematics Teacher,
83(2).
Thompson, P. W., & Dreyfus, T. (1988, March). Integers as transformations.
Journal for Research in Mathematics
Education, 19, 115-133.
Thompson, P. W. (1985). A Piagetian approach to transformation
geometry via microworlds. Mathematics
Teacher, 78 (6), 465-472.
Thompson, P. W. (1984). Content versus method. College Mathematics Journal, 15
(5), 394-395.
Thompson, P. W. (1982). Were lions to speak, we wouldnÕt understand. Journal of Mathematical Behavior, 3 (2), 147-165.
Thompson, P. W. (in press). In the absence of meaning. In K.
Leatham (Ed.), Vital directions for research in mathematics education.
New York: Springer.
Thompson, P. W. (2011).
Quantitative reasoning and mathematical modeling. Hatfield, L.L.,
Chamberlin, S., Belbase, S. (Eds.) New Perspectives and Directions for
Collaborative Research in Mathematics Education: Papers from a Planning
Conference. Laramie WY: University of Wyoming.
Thompson, P. W.
(2010). Foreword. Introduction to Steffe, L. P., & Olive, J. ChildrenÕs Fraction Knowledge (pp.
i-iv). New York: Springer.
Oehrtman, M. C.,
Carlson, M. P., & Thompson, P. W. (2008). Foundational reasoning abilities
that promote coherence in studentsÕ function understanding. In M. P. Carlson
& C. Rasmussen (Eds.), Making the
connection: Research and practice in undergraduate mathematics (pp. 27-42).
Washington, DC: Mathematical Association of America.
Thompson, P. W., & Silverman, J. (2008). The concept of
accumulation in calculus. In M. Carlson & C. Rasmussen (Eds.), Making the connection: Research and teaching
in undergraduate mathematics (pp. 43-52).
Washington, DC: Mathematical Association of America.
Thompson, P. W., Liu, Y., & Saldanha, L. A. (2007). Intricacies
of statistical inference and teachersÕ understandings of them. In M. Lovett
& P. Shaw (Eds.), Thinking with data
(pp. 207-231). Mahwah, NJ: Erlbaum.
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). New York: Erlbaum.
McCallum, W., Thompson, P. W., Harel, G., Blaire, R., Dance, R.,
Nolan, E., et al. (2007). Intermediate algebra. In V. J. Katz (Ed.), Algebra: Gateway to a technological future
(pp. 19-27). Washington, DC: Mathematical Association of America.
Thompson, P. W., & Saldanha, L. (2003). Fractions and
multiplicative reasoning. In J. Kilpatrick & G. Martin (Eds.), Research companion to the NCTM Standards. Washington,
DC: National Council for Teachers of Mathematics.
Thompson, P. W. (2002). Didactic objects and didactic models in radical
constructivism. In K. Gravemeijer, R. Lehrer, B. van Oers, L. Verschaffel
(Eds.), Symbolizing and modeling in
mathematics education. Dordrecht, The Netherlands: Kluwer
Thompson, P. W. (2000). Radical constructivism: Reflections and
directions. In L. P. Steffe & P. W. Thompson (Eds.), Radical constructivism in action: Building on the pioneering work of
Ernst von Glasersfeld (pp. 412-448). London: Falmer Press.
Steffe, L. P. & Thompson, P. (2000). Teaching experiment methodology:
Underlying principles and essential elements. In Kelly, A. & Lesh, R. (Eds.) Research design in mathematics and science
education. Amsterdam, Netherlands: Kluwer
Thompson, P. W. (1996). Imagery and the development of mathematical
reasoning. In L. P. Steffe, B. Greer, P. Cobb, P. Nesher, & G. Goldin
(Eds.), Theories of learning mathematics
(pp. 267-283). Hillsdale, NJ: Erlbaum.
Thompson, P. W. (1995). Notation, convention, and quantity in
elementary mathematics. In J. Sowder & B. Schapelle (Eds.), Providing a foundation for teaching middle
school mathematics (pp. 199–221). Albany, NY: SUNY Press.
Thompson, P. W. (1995). Constructivism, cybernetics, and information
processing: Implications for research on mathematical learning. In L. P. Steffe
& J. Gale (Eds.), Constructivism in
education (pp. 123–134). Hillsdale, NJ: Erlbaum.
Thompson, A. G., Philipp, R. A., Thompson, P. W., & Boyd, B. A.
(1994). Calculational and conceptual orientations in teaching mathematics. In
A. Coxford (Ed.) 1994 Yearbook of the
NCTM (pp. 79-92). Reston, VA: NCTM.
Thompson, P. W. (1994). The development of the concept of speed and
its relationship to concepts of rate. In G. Harel & J. Confrey (Eds.), The development of multiplicative reasoning
in the learning of mathematics (pp. 181-236). Albany, NY: SUNY Press.
Thompson, P. W. (1991). To experience is to conceptualize:
Discussions of epistemology and experience. In L. P. Steffe (Ed.) Epistemological foundations of mathematical
experience (pp. 260-281). New York: Springer-Verlag.
Thompson, P. W. (1989) Artificial intelligence, advanced technology,
and learning and teaching algebra. In C. Kieren & S. Wagner (Eds.) Research issues in the learning and teaching
of algebra. Reston, VA: National Council of Teachers of Mathematics,
135-161. [Pre-printed in Learning and
Technology, 1988, 2(5&6).]
Thompson, A. G., & Thompson, P. W. (1989). Affect and problem
solving in an elementary school mathematics classroom. In D. B. McLeod & V.
A. Adams (Eds.), Affect and mathematical
problem solving: A new perspective (pp. 162-176). New York: Springer-Verlag.
Thompson, P. W. (1987). Mathematical microworlds and intelligent
computer-assisted instruction. In G. Kearsley (Ed.) Artificial Intelligence and Education (pp. 83-109). New York:
Addison-Wesley.
Thompson, P. W. (1985). Experience, problem solving, and learning
mathematics: Considerations in developing mathematics curricula. In E. A.
Silver (Ed.), Learning and teaching
mathematical problem solving: Multiple research perspectives (pp. 189-236). Hillsdale, NJ: Erlbaum.
Thompson, P. W. (1985). Mathematical microworlds. In G. Kearsley
& I. Begg (Eds.), Moving intelligent
CAI into the real world. Burroughs, Canada Technical Report (pp. 32-67).
Thompson, P. W. (1985). Computers in research on mathematical problem
solving. In E. A. Silver (Ed.), Learning
and teaching mathematical problem solving: Multiple research perspectives
(pp. 417-436). Hillsdale, NJ: Erlbaum.
Steffe, L. P., Thompson, P. W., & Richards, J. (1982). ChildrenÕs
counting in arithmetical problem solving. In T. C. Carpenter, T. Romberg, &
J. Moser (Eds.), ChildrenÕs arithmetic: A
cognitive perspective (pp. 83-98). Hillsdale, NJ: Lawrence Erlbaum.
Byerley, C., Hatfield, N., & Thompson, P. W. (in press).
Calculus studentsÕ understandings of division and rate. In Proceedings
of the 15th Annual Conference on Research in Undergraduate Mathematics
Education. Portland, OR.
Thompson, P. W.,
& Miller, C. (2006). Through the looking glass: Perspectives on the
evolution of learning communities through the lens of intersubjectivity. In. S.
Alatorre, J. L. Cortina, M. S‡iz, & A. Mˇndez (Eds.). Proceedings of the Twenty-eighth Annual Meeting of the International
Group for the Psychology of Mathematics Education, Muriel, Mexico: PME.
Saldanha, L., &
Thompson, P. (2006). Investigating statistical unusualness in the context of
resampling. Proceedings of the
International Congress on Teaching Statistics. Salvadore, Brazil.
Thompson, P. W.,
& Liu, Y. (2005). Understandings of margin of error. In S. Wilson (Ed.), Proceedings of the Twenty-seventh Annual
Meeting of the International Group for the Psychology of Mathematics Education,
Roanoke, VA. Vicksburg, VA: Virginia Tech.
Liu, Y., &
Thompson, P. W. (2005). TeachersÕ understanding of hypothesis testing. In S. Wilson
(Ed.), Proceedings of the Twenty-seventh
Annual Meeting of the International Group for the Psychology of Mathematics
Education, Roanoke, VA. Vicksburg, VA: Virginia Tech.
Silverman, J.,
& Thompson, P. W. (2005). Investigating the relationship between
mathematical understanding and teaching mathematics. In S. Wilson (Ed.), Proceedings of the Twenty-seventh Annual
Meeting of the International Group for the Psychology of Mathematics Education,
Roanoke, VA. Vicksburg, VA: Virginia Tech.
Liu, Y., &
Thompson, P. W. (2004). TeachersÕ personal and pedagogical understanding of
probability and statistical inference. In D. McDougal (Ed.), Proceedings of the Twenty-sixth Annual
Meeting of the International Group for the Psychology of Mathematics Education.
Toronto: PME-NA.
Liu, Y., &
Thompson, P. W. (2002). Randomness: Rethinking the foundations of probability.
In D. Mewborn (Ed.), Proceedings of the
Twenty-fourth Annual Meeting of the International Group for the Psychology of
Mathematics Education—North America. Athens, GA: PME-NA.
Saldanha, L. &
Thompson, P. W. (2002). StudentsÕ scheme-based understanding of sampling
distributions and its relationship to statistical inference. In D. Mewborn
(Ed.), Proceedings of the Twenty-fourth
Annual Meeting of the International Group for the Psychology of Mathematics
Education. Athens, GA.
Thompson, P. W.
& Saldanha, L. (2000). Conceptual issues in understanding sampling
distributions and margins of error. Proceedings
of the Twenty-second Annual Meeting of the International Group for the
Psychology of Mathematics Education. Tucson, Arizona.
Thompson, P. W.
& Saldanha, L. (2000). Epistemological analyses of mathematical ideas: A
research methodology. Proceedings of the
Twenty-second Annual Meeting of the International Group for the Psychology of
Mathematics Education. Tucson, Arizona.
Cortina, J.,
Saldanha, L., & Thompson, P. W. (1999). Multiplicative conceptions of
arithmetic mean. In F. Hitt (Ed.). Proceedings
of the Twenty-first Annual Meeting of the International Group for the
Psychology of Mathematics Education. Cuernavaca, Mexico: Centro de
Investigaci—n y de Estudios Avanzados.
Thompson, P. W.,
& Cobb, P. (1998). On relationships between psychological and sociocultural
perspectives in mathematics education. In S. Berenson & & K. Dawkins
(Eds.)., Proceedings of the Annual
Meeting of the International Group for the Psychology of Mathematics Education
— North America, Plenary Sessions Vol. 1 (pp. 1–26). Raleigh,
NC: North Carolina State University.
Saldanha, L. &
Thompson, P. W. (1998) Re-thinking covariation from a quantitative perspective:
Simultaneous continuous variation. In S. Berenson & & K. Dawkins
(Eds.)., Proceedings of the Annual
Meeting of the International Group for the Psychology of Mathematics Education
— North America Vol. 1 (pp. 298-304). Raleigh, NC: North Carolina
State University.
Thompson, P. W., & Sfard, A. (1994). Problems of reification:
Representations and mathematical objects. In D. Kirshner (Ed.), Proceedings of the Annual Meeting of the
International Group for the Psychology of Mathematics Education — North
America, Plenary Sessions Vol. 1 (pp. 1–32). Baton Rouge, LA:
Lousiana State University.
Fraivillig, J. L., Fuson, K. C., & Thompson, P. W. (1993).
Microworld support of childrenÕs understanding of multidigit addition. In S.
Ohlson, P. Brna, & H. Pain (Eds.), Proceedings
of the World Conference on AI in Education Vol. 1. Edinburgh, Scotland:
University of Edinburgh.
Thompson, P. W. (1991). Getting ahead, with theories: I have a theory
about this. In R. Underhill & C. Brown (Eds.), Proceedings of the Annual Meeting of the Psychology of Mathematics
Education, North America, Plenary Lectures Vol. 1 (pp. 240-245).
Blacksburgh, VA: Virginia Tech.
Thompson,
P. W., & Thompson, A. G. (1990, July). Salient aspects of experiences with
concrete manipulatives. In Proceedings of
the 14th Annual Meeting of the Psychology of Mathematics Education,
Mexico City.
Thompson, P. W. (1988). Quantitative concepts as a foundation for
algebra. In M. Behr (Ed.) Proceedings of
the Annual Meeting of the North American Chapter of the International Group for
the Psychology of Mathematics Education Vol. 1 (pp. 163-170). Dekalb, IL.
Thompson, P. W., & Thompson, A. G. (1987). Computer presentations
of structure in algebra. In N. Herscovics & C. Kieran (Eds.), Proceedings of the 11th Annual
Meeting of International Group for Psychology of Mathematics Education Vol.
1 (pp. 248-254). Montrˇal: University of Quebec, Montrˇal.
Thompson,
P. W. (1986). Logo as a medium for thinking about thinking. Proceedings of the Second International
Conference on Logo and Mathematics Education, 1, 209-215.
Thompson,
P. W. (1985). Understanding recursion: Process Å product. Proceedings of the North American Chapter of the International Group
for the Psychology of Mathematics Education, 1, 357-362.
Dreyfus,
T., & Thompson, P. W. (1985). Microworlds and Van Hiele levels. Proceedings of the Ninth Annual Meeting of
the International Group for the Psychology of Mathematics Education, 1,
5-11.
Thompson,
P. W. (1984). Microworld environments for teaching mathematics to future
elementary school teachers. Proceedings
of the De Anza Conference on Computers in Higher Education, 1, 123-129.
Thompson,
P. W., Castillo-Chavez, C., Culbertson, R. J., Flores, A., Greely, R., Haag,
S., et al. (2007). Failing the future:
Problems of persistence and retention in science, techhnology, engineering, and
mathematics majors at Arizona State University. Tempe, AZ: Office of the
Provost.
Thompson,
P. W. (1992). Blocks Microworld. A
program for students to explore numeration systems and to construct notational
methods for numerical operations. Published by Intellimation Library for the Macintosh.
Thompson,
P. W. (1986). MOTIONS: A microworld for
exploring transformation geometry. Published by Cosine, Inc., W. Lafayette,
IN. and Control Data Publishing, Australia.
Thompson,
P. W. (1984). INTEGERS: A microworld for
integers and introductory algebra. Published by Cosine, Inc., W. Lafayette,
IN. and Control Data Publishing, Australia.
Thompson,
P. W. (1984). TREE DIAGRAM: A microworld
for exploring discrete probability. Published by Cosine, Inc., W.
Lafayette, IN. and Control Data Publishing, Australia.
Thompson,
P. W. (1984). NUMBER AIDS: A number
theoretic toolkit. Published by Cosine, Inc., W. Lafayette, IN. and Control
Data Publishing, Australia.
Thompson,
P. W. (1984). GLUE BOXES: A microworld
for elementary arithmetic. Published by Cosine, Inc., W. Lafayette, IN. and
Control Data Publishing, Australia.
Thompson,
P. W. (1984). CIRCUITS: A microworld for
exploring the logic of equivalence. Published by Cosine, Inc., W.
Lafayette, IN. and Control Data Publishing, Australia.
Thompson,
P. W. (1984). INSIDE LOGO: A microworld
for exploring the inner workings of Logo. Published by Cosine, Inc., W.
Lafayette, IN. and Control Data Publishing, Australia.
Thompson, P. W. (2005). Letter to the editor, The New York Times.
Thompson, P. W. (2004). Letter to the editor, The New York Times.
Thompson, P. W. (2004). Letter to the editor, The Tennessean.
Thompson, P. W. (1992). Letter to the editor, The Mathematics Teacher, 85(?).
Thompson, P. W. (1988). Letter to the editor, The Mathematics Teacher, 81
(4).
Thompson, P. W. (1985). Letter to the editor, The Mathematics Teacher, 78 (4).
Thompson, P. W. (1984). Computers in mathematics education at San
Diego State University. Newsletter of the
Consortium for Computers in Mathematical Sciences Education.
Thompson, P. W. (1984). A microworld for integers. Newsletter of the Consortium for Computers
in Mathematical Sciences Education.
Thompson, P. W. (2007,
April). Invited testimony given to the PresidentÕs National Mathematics Panel.
Aurora, Il.
Thompson, P. W.
(2010, April). Rethinking mathematical
knowledge for teaching. Paper presented at the Research Presession to the
annual meeting of the National Council of Teachers of Mathematics, San Diego,
CA.
Thompson, P. W.
(2010, April). Toward a foundation of
mathematics education. Paper presented at the annual meeting of the
American Educational Research Association, Denver, CO.
Thompson, P. W.
(2009, April). The role of meaning in the
reform of school arithmetic and algebra. Paper presented at the annual
Research Presession of the National Council of Teachers of Mathematics,
Washington, DC.
Thompson, P. W.
(2009, April). Exercising professional
judgment in mathematics curriculum reform. Paper presented at the Annual
Meeting of the American Educational Research Association, San Diego, CA.
Thompson, P. W.
(2008, April). Affecting teachersÕ images
of what and who they teach. Paper presented at the Research Presession to
the Annual Meeting of the National council of Teachers of Mathematics, Salt
Lake City, UT. (Also, organizer of research symposium by the same name.)
Thompson, P. W.
(2007, April). The design of tasks to
promote coherence in classroom mathematics. Paper presented at the Annual
Meeting of the American Educational Research Association, Chicago, IL.
Thompson, P. W.,
& Carlson, M. P. (2006, June). Affecting
teachersÕ learning communities by affecting their mathematical knowledge.
Paper presented at the China-U.S. Educational Leadership Conference, Beijing,
China.
Thompson, P. W.
(2006, April). Measurement: The lost
strand in elementary mathematics. Discussant for the symposium Constructing Data, Modeling Worlds.
Annual Meeting of the American Educational Research Association, San Francisco,
CA.
Liu, Y. &
Thompson, P. W. (2006, April). TeachersÕ
understandings of probability and their implications for teacher professional
development. Paper presented at the Annual Meeting of the American
Educational Research Association, San Francisco, CA.
Thompson, P., &
Carlson, M. P. (2006, April). Mathematical
thinking and intersubjective operations: A lens on the creation of mathematical
learning communities. Paper presented at the Research Presession of the
Annual Meeting of the National Council of Teachers of Mathematics. St. Louis,
MO.
Thompson, P. W.
(2005, October). Affecting teachersÕ
practices through their mathematical knowledge. Presentation given at the
Twenty-Seventh Annual Meeting of the Psychology of Mathematics
Education—North America. Roanoke, VA.
Thompson, P. W.
(2005, April). On evaluating curricular
effectiveness: Judging the quality of mathematics K-12 curriculum evaluations.
Presentation given at the Research Presession of the Annual Meeting of the
National Council of Teachers of Mathematics. Ahaheim, CA.
Thompson, P. W.
(2005, April). Creating data, modeling
worlds, changing practices. Presentation given at the Research Presession
of the Annual Meeting of the National Council of Teachers of Mathematics.
Anaheim, CA.
Thompson, P. W.
(2005, April. Discussant for symposium, Unexpected
Findings About How Young Students Learn Algebra. Presentation given
at the Research Presession of the Annual Meeting of the National Council of
Teachers of Mathematics. Anaheim, CA.
Carlson, M. P.,
& Thompson, P. W. (2005, April). The
reflexive relationship between individual cognition and classroom practices: A
covariation framework and problem solving research informs calculus instruction. Paper presented at the Annual Meeting
of the American Educational Research Association, Montreal, Quebec.
Thompson, P. W.
(2005, March). Issues in algebra learning,
teaching, and curricula. Invited address given at the annual meeting of the
Appalachian Mathematics and Science Project, Lexington, KY.
Thompson, P. W.,
Saldanha, L. A., & Liu, Y. (2004, April). Why statistical inference is hard to understand. Paper presented at
the annual meeting of the American Educational Research Association, San Diego.
Thompson, P. W.,
Milner, R., & Liu, Y. (2004, April). Teacher
reflection and reflective abstraction: Viewing mathematics teachersÕ struggles from two
perspectives. Paper presented at the annual meeting of the American
Educational Research Association, San Diego, CA.
Thompson, P. W.
(2004, April). Discussant, Symposium on
mathematics learning. American Educational Research Association, San Diego,
CA.
Thompson, P. W.,
& Liu, Y. (2002, April). What is the probability my car is red? Tensions in the
development of probabilistic reasoning. Paper
presented at the annual meeting of the American Educational Research
Association, New Orleans, LA.
Thompson, P. W.
(2002, April) Methodology: A Quest for
Knowledge. Discussant for the Symposium on Teaching Experiments as Research
Methodologies, Research Presession to the Annual Meeting of the National
Council of Teachers of Mathematics, Las Vegas, NV.
Thompson, P. W.
(2001, August). Helping students find
meaning in measures of association. Presentation given at the Annual Joint
Meeting of the Statistical Associations, Atlanta, GA.
Thompson, P. W.
(2001, April). StudentsÕ probabilistic
reasoning. Symposium presentation given at the American Educational
Research Association Annual Meeting, Seattle, WA.
Thompson, P. W.
(2001, April). Do computers make a
difference in studentsÕ mathematical learning? Symposium presentation given
at the American Educational Research Association Annual Meeting, Seattle, WA.
Thompson, P. W.
(2001, January). Multiplicative reasoning
as a foundation for probabilistic and statistical reasoning. Poster
presentation given at the National Science Foundation Directors Meeting.
Thompson, P. W.
(2000, April). The essential role of
quantitative reasoning in the development of algebraic competence. (And
organizer of symposium by the same title.) Research Presession of the Annual
Meeting of the National Council of Teachers of Mathematics, Chicago, IL.
Thompson, P. W. (1998,
March). Discussant for A New Vision of
Calculus, research symposium at the Research Presession of the Annual
Meeting of the National Council of Teachers of Mathematics, Washington, DC.
Thompson, P. W.
(1998, April). Symbols and tools as
occasions to talk. Presentation given as part of Perspectives on the Role of Tools and Artifacts in Mathematical
Learning, a research symposium held at the Annual Meeting of the American
Educational Research Association.
Thompson, P. W., & Thompson, A. G. (1992,
April). Images of rate. Paper
presented at the Annual Meeting of the American Educational Research
Association, San Francisco.
Thompson, P. W. (1991, March). Quantitative reasoning, complexity, and
additive structures. Paper presented at the Annual Meeting of the American
Educational Research Association, Chicago.
Thompson, P. W. (1991, March). Representations, principles, and
constraints: Contributions to the effective use of concrete manipulatives in
elementary mathematics. Paper presented at the Annual Meeting of the
American Educational Research Association, Chicago.
Thompson, P. W. (1989, March). A cognitive model of quantity-based
algebraic reasoning. Paper presented at the Annual Meeting of the American
Educational Research Association, San Francisco.
Thompson, P. W. (1988, March). Preparing school
students for algebra: Are textbook publishers and teacher education programs
part of the solution or part of the problem? Paper presented at the Research
Presession to the Annual Meeting of the National Council of Teachers of
Mathematics, Chicago.
Thompson, P. W. (1982, March). ChildrenÕs schemata for understanding and
solving problems of whole number numeration. Paper presented at the Annual
Meeting of the American Educational Research Association, New York.
Thompson, P. W. (1982, March). Cognitive objectives for instruction in
whole number numeration. Paper presented at the Annual Meeting of the
American Educational Research Association, New York.
Thompson, P. W. (2010, November). Calculus
reform. Invited presentation given to the First Year Mathematics Faculty,
Arizona State University, Tempe, AZ.
Thompson, P. W. (2010, August). Professional
development by researching oneÕs teaching. Invited presentation to the
Department of Mathematics, Scottsdale Community College.
Thompson, P. W. (2010, April). The
mathematics in mathematics education research. Invited presentation at the
Research Presession to the annual meeting of the National Council of Teachers
of Mathematics, San Diego, CA.
Thompson, P. W. (2009, November). Mathematical
knowledge for teaching: The central problem in mathematics education reform.
Invited presentation, College of Education, University of North Carolina,
Chapel Hill, NC.
Thompson, P. W. (2009, August). The
Didactic Triad in mathematics teacher professional development. Invited
presentation given at the University of Michigan College of Education, Ann
Arbor, MI.
Thompson, P. W. (2008, September). What is ŅhigherÓ about higher cognition in school students? Invited
paper presented at the National Science Foundation Workshop on higher cognition
in adolescents and young adults.
Thompson, P. W.
(2008, July). Learning without
understanding and its implications for the mathematics that teachers teach.
Invited paper presented at Mathfest 2008, Madison, WI. (Also, invited organizer
of the symposium Implications for
teaching of research on learning mathematics.)
Thompson, P. W.
(2008, May). The problem of scaling up
versus the problem of researching the scaling process. Invited presentation
given to the Education and Human Services Directorate, National Science
Foundation, Washington, D. C.
Thompson, P. W.,
Castillo-Garsow, C., & Moore, K, & Carlson, M. P. (2007, June). Quantitative reasoning as a foundation for
Ņalgebra as modelingÓ. Invited paper presented at the Pathways to Algebra
Conference, Evron, France.
Thompson,
P. W. (2008, May). Quantity and magnitude
as a foundation for algebraic reasoning throughout the grades. Invited
workshop given at the Mathematical Sciences Research Institute, Berkeley, CA.
Thompson,
P. W. (2007, February). Epistemology,
ontology, and method. Invited paper presented at the International Workshop
on Guided Construction of Knowledge in Classrooms, Hebrew University,
Jerusalem, Israel.
Thompson,
P. W. (2006, July). A cognitive foundation for affecting the
ways professional learning communities work. Invited presentation given at
the National Institute of Education, Singapore.
Carlson,
M. P., & Thompson, P. W. (2005, October). Assessing conceptual knowledge of function in secondary mathematics.
Invited presentation at the U.S. Department of Education and National Science
Foundation Joint Conference for State Mathematics and Science Partnership
Directors. Washington, DC.
Thompson
P. W. (2005, January). Statistics in
education research: Issues from mathematics and science education. Invited
presentation given to the American Statistical Association Meeting on Using
Statistics in Mathematics and Science Education Research, Washington DC.
Thompson, P. W., Liu,
Y., Saldanha, L. A. (2004, June). Intricacies
of statistical inference and teachersÕ understandings of them. Invited
paper presented at the Carnegie Symposium on Cognition, Carnegie Mellon
University, Pittsburgh, PA.
Thompson, P. W.
(2001, August). Understanding sampling
distributions and margin of error. Presentation given at the 2nd
Conference on Statistics Reasoning, Teaching, and Literacy, Armidale,
Australia.
Thompson, P. W.
(2001, August). Helping students find
meaning in measures of association. Presentation given at the Joint
Statistical Meetings, Atlanta, GA.
Thompson, P. W.
(2001, July). Investigating studentsÕ
understanding of big ideas: The case of distributions of sample statistics.
Presentation given at the Park City Mathematics Institute, Park City, UT.
Thompson, P. W.
(2001, February). Epistemological
analysis: Creating epistemic subjects. Presentation given at the Wisconsin
Education Research Center, Madison, WI.
Thompson, P. W.
(2000, January). High school studentsÕ
understandings of sampling distributions. Invited presentation given to the
Department of Mathematical and Computer Sciences, San Diego State University.
Thompson, P. W. (1999, May). Making
warranted claims from small samples: Types of generalizations from small
samples. Invited address given at the National Science Foundation Project
DirectorsÕ Meeting, Washington, DC.
Thompson, P. W. (1999, October). Tensions
and dilemmas in designing a mathematics education Ph.D. program.
Presentation given to the Conference on the future of mathematics education
Ph.D. programs. University of Missouri, Columbia, MO.
Thompson, P. W. (1999, October). Some
remarks on conventions, representations, and the danger of attributing too much
to evident agreement Invited paper presented to the Working Group on
Representations, PME-XXI, Cuernavaca, Mexico.
Thompson, P. W. (1998, October). Multiplicative
reasoning as a cultural artifact. Invited address given to the Mathematics
Education Research Group, University of Colorado, Boulder.
Thompson, P. W. (1998, June). Didactic
Objects and Didactic Models in Radical Constructivism . Invited paper
presented at the International Conference on Symbolizing and Modeling in
Mathematics Education, Freudenthal Institute, University of Utrecht, Utrecht,
The Netherlands.
Thompson, P. W. (1998, May). Multiplicative
Reasoning and the Development of post-additive Numbers and Operations.
White paper developed for the National Council of Teachers of Mathematics as
background for their Standards 2000 project.
Thompson, P. W. (1998, January). Mutliplicative
foundations of probabalistic reasoning. Invited address given to the
Department of Mathematics, East Carolina University.
Thompson, P. W. (1997, November). Chaos,
fractals, and art. Seventh grade, Grassland Elementary School, Williamson
County, Tennessee.
Thompson, P. W. (1996, July). Technology
and Curriculum Reform: Designing for emergence, or Making students, curricula, and instruction meet where none of them
is, or You canÕt teach them what you
want them to learn. Keynote Address given to the Working Group on
Technology and Curriculum Reform, International Congress of Mathematical
Education, Seville, Spain.
Thompson, P. W. (1996, April). What
does it mean to really understand rate? Invited presentation given at the
Annual Meeting of the National Council of Teachers of Mathematics, San Diego.
Thompson, P. W., Thompson, A. G., Philipp, R., Clement, L., &
Bernhard, J. (1996, April). Reform in
mathematics teaching: Its many aspects and difficulties. Presentation given
at the Research Presession to the Annual Meeting of the National Council of
Teachers of Mathematics, San Diego.
Thompson, P. W. (1995, October). Making
sense of what students learn from instruction: Perspectives from mathematics
education research. Invited presentation given at the Annual Meeting of the
Norhern California Section of the Mathematical Association of America, San Luis
Obispo, Ca.
Thompson, P. W. (1995, May). What
is a fractal and how do you make one? Sixth-grade, Dailard Elementary
School, San Diego.
Thompson, P. W. (1995, February). Fundamental
difficulties and insights in learning the calculus. Department of
Mathematics Education, University of Georgia, Athens, GA.
Thompson, P. W. (1994, June). Algebraic
transformations of the elementary mathematics curriculum. National Center
for Research in Mathematical Sciences Education, University of Wisconsin,
Madison.
Thompson, P. W. (1993, October). Imagery,
process, function, rate: Helping students see what Newton saw. Invited
special presentation given at the Annual Meeting of the International Group for
the Psychology of Mathematics Education, North American Chapter, Asilomar, CA.
Thompson, P. W. (1992, February). Research
on algebra and its implications for textbook reform. Presentation made to
the Joint Conference of the American Association of Publishers and the National
Council of Teachers of Mathematics.
Thompson, P. W. (1992, August). Imagery
and the development of mathematical reasoning. Paper presented at the
Seventh International Congress on Mathematical Education, Quebec City, Canada.
Thompson, P. W. (1992, August). Computers
in teaching and learning mathematics. Invited presentation given at the
Technology Colloquium Series of the Seventh International Congress of
Mathematical Education, Quˇbec City, Quˇbec, Canada.
Thompson, P. W. (1991, December). Coping
with a conceptual curriculum. Paper presented at the 2nd NCTM
Standards Research Catalyst Conference, Miami.
Thompson, P. W., & Thompson, A. G. (1991, May). The Quantitative Reasoning Project.
Presentation made to the Wisconsin Center for Research on Learning and Teaching
Mathematics Working Group on Quantities, San Diego.
Thompson, P. W. (1990, October).What
is quantitative reasoning and why is it important for understanding algebra?
Invited presentation made at the University of Hawaii Research and Development
Center, Honolulu.
Thompson, P. W. (1990, October). Why
do we expect so little of our students? Plenary address given at the Annual
Meeting of the Hawaii Council of Teachers of Mathematics, Honolulu.
Thompson, P. W. (1990, October). One
dimensional areas and volume. Paper presented at the NSF DirectorÕs
Meeting, Washington, D. C.
Thompson, P. W. (1990, April). Quantitative
reasoning and algebra. Colloquium presented to the Department of Mathematical
Sciences, San Diego State University.
Thompson,
P. W. (1989, July). Design issues in
mathematics software. Paper presented at the conference Designing for Learning, Apple Computer,
Cupertino, CA.
Thompson,
P. W. (1989, April). Notes on technology
and curriculum reform. Working paper distributed at the symposium New TechnologyÕs Challenges to Curriculum,
Pedagogy, and Evaluation, Research Presession to the Annual Meeting of the
National Council of Teachers of Mathematics, Orlando.
Thompson, P. W. (1988, March).Two
views of algebra. Colloquium presented at the Center for Research in
Mathematics and Science Education, San Diego State University.
Thompson, P. W. (1988, February). Achieving
competence in introductory algebra by building competence in arithmetical
problem solving. Presentation given at Success for Everyone, a conference
on diagnosis and remediation in high school mathematics topics, University of
Illinois at Chicago.
Thompson, P. W. (1987, October). Symbolic
computation in mathematics teacher education. presentation given to the
Illinois Council of Teachers of Mathematics, Urbana.
Thompson, P. W. (1987, March). Artificial
intelligence, advanced technology, and learning and teaching algebra. Paper
presented at the Research Agenda Conference on Algebra, University of Georgia,
Athens.
Thompson, P. W. (1987, February). ŅDirect
EngagementÓ Software in Teaching Mathematics. Paper presented at Computers in Education VII, Chicago.
Thompson, P. W. (1987, December).Transitions
to Algebra. Invited lecture given to the Department of Mathematical
Sciences, Northern Illinois University.
Thompson,
P. W. (1986, March). Mathematical
microworlds and intelligent computer-assisted instruction. Invited
presentation at the Army Research InstituteÕs Conference on ICAI and military
training.
Thompson,
P. W. (1986, April). Creating a
technology of mathematics education: Or, there is nothing more practical than a
good theory. Rutgers University PresidentÕs Lecture Series, Center for
Mathematics and Science Education, Rutgers University, New Brunswick.
Thompson,
P. W. (1985, February). Microworlds: A
bridge between computer-assisted instruction and intelligent computer-assisted
instruction. Paper presented at the Invitational Workshop on Intelligent
Computer-Assisted Instruction, San Diego.
Thompson,
P. W. (1985, April). Microworld inquiries
into sixth-gradersÕ concepts of integers. Paper given at the Research
Presession to the Annual Meeting of the National Council of Teachers of
Mathematics, San Antonio, TX.
Over & Back....................... A
program for students to use in exploring the concepts of speed and average
speed.
Blocks Microworld................. A
program that allows students to explore concepts of numeration and the
operations of addition, subtraction, multiplication, and division in either of
two representational systems for whole numbers and decimals (on DienesÕ blocks
or on digits of numerals) and which reflects the studentÕs actions in the other
representational system. Students can work in any base from two to ten.
Word Problem Analyzer........ An
implementation of a cognitive model for quantity-based arithmetic and algebraic
reasoning. The program lets users represent arithmetic and algebra word
problems in terms of their quantitative structures, and it solves a problem
(i.e., infers arithmetical operations or derives equations) as soon as the
described situation is well-represented.
Expressions/Equations.......... A
program that allows students to manipulate arithmetical and algebraic
expressions and equations by acting directly on their operational structure (as
depicted in expression trees).
Principal Investigator (with Marilyn Carlson), National Science
Foundation: Project Aspire: Defining and
Assessing Mathematical Knowledge for Teaching Mathematics. ($1.95 million,
September 2011 – August 2014).
Principal Investigator (with Marilyn Carlson). National Science
Foundation: Developing a
Professional Learning Community Model for Secondary Precalculus Teachers: A
Model for Teacher Professional Growth ($4.5
million, May, 2004-April, 2010).
Co-Principal Investigator (with R. Lehrer, L. Schauble, R. Hall).
National Science Foundation Grant: Modeling
Data, Creating Worlds. ($1.8 million, January 2004-December 2006).
Principal Investigator, National Science Foundation Grant: Multiplicative reasoning as a foundation for
the teaching and learning of stochastic reasoning. ($670,000, January 1999
– June 2004). (Accompanied by a $12,000 gift of software from Data
Description and Key Curriculum Press).
Co-Principal Investigator (with J. Lobato and J. Bowers), National
Science Foundation Instructional Laboratory Improvement grant, $345,000.(1996)
Co-Principal Investigator (with J. Sowder), National Science Foundation Grant: Reforming the preparation and professional development of elementary
and middle school mathematics teachers. ($550,000; 1994-1998)
Principal Investigator, National Science Foundation Grant: Quantitative Concepts as a Foundation for
Algebra. ($826,000; 1989-1994).
Principal Investigator, Apple Computer Office of External Research: Improving StudentsÕ Concepts in Algebra
($33,000 equipment; 1987-1989).
Principal Investigator, National Science Foundation Grant: Cognitive Effects of Multiple Representation
of Mathematical Concepts. ($87,000; 1987-1988, $12,000; 1988-1989).
Principal Investigator, San Diego State University Foundation Grant: Modeling studentsÕ cognitions in
understanding integers. (1984).
Faculty Associate, NSF Grant, E. A. Silver
(Director), San Diego State University: Synthesis
of cognitive science and mathematics education literatures on mathematical
problem solving. (1980-1982).
Co-Principal
Investigator, National Science Foundation: Reforming
the preparation and professional development of elementary and middle school
mathematics teachers (J. Sowder and A. Thompson, Co-PIs; $650,000;
1994-1998).
Co-Principal
Investigator (with J. Lobato & J. Bowers). National Science Foundation
Grant: Enhancing Prospective TeachersÕ Mathematical Understanding Through
Computer-Based Modeling. ($100,00 equipment grant; 1997-1999)
Principal Investigator, Illinois State University
Instructional Development Project Grant: Improving
undergraduatesÕ understanding of numerical algorithms. (1986).
Calculus redesign (present)
Bachelor of Arts in Education, Secondary
Mathematics Education (2010)
Bachelor of Arts, Mathematics, with Mathematics
Education Concentration (2009)
Ph. D. in Mathematics Education, School of
Mathematical and Statistical Sciences (2009)
Extended analysis of functions 1
Extended analysis
of functions 2
Research in
Undergraduate Mathematics Education I
Research in
Undergraduate Mathematics Education II
Research in
Undergraduate Mathematics Education III
Research in
Undergraduate Mathematics Education IV
Advanced Methods
of Teaching Secondary School Mathematics
PiagetÕs Genetic
Epistemology
Calculus I
Technology and
Mathematical Visualization
Cognition, computers, and mathematics curriculum
Research on
multiplicative reasoning
PiagetÕs Genetic
Epistemology.
Methods of
teaching secondary mathematics
Methods of
teaching elementary mathematics
Computers,
teaching, and mathematical visualization.
Seminar on
mathematics student teaching
Secondary
mathematics student teaching
Technology and
Conditions for Teaching and Learning.
Transformation
geometry
Computers and
calculators in elementary/junior high mathematics
Computer-extended
secondary mathematics
Logo in mathematics
Research in
mathematics education
Seminar on
Multiplicative Reasoning
Construction of
computerized mathematical environments
Seminars in
artificial intelligence and Lisp
programming
Research on
learning and teaching algebra
Ana Lagaramirez (Ph.D. 2011). Dissertation title: Mathematical Knowledge for Teaching:
Exploring a Teacher's Sources of Effectiveness
Carlos Castill-Garsow (Ph.D. 2010). Dissertation
title: Teaching the Verhulst Model: A
Teaching Experiment in Covariational Reasoning and Exponential Growth
Scott Courtney (Ph.D. 2010). Dissertation title: Exploring
Teachers' Capacity to Reflect on Their Practice: An Investigation Into the
Development of Mathematical Knowledge for Teaching
Edward
(Ted) Coe (PhD., 2007). Dissertation title: Modeling
teachersÕ ways of thinking about rate of change.
Yan
Liu (PhD, 2006). Dissertation title: TeachersÕ
understandings of probability and statistical inference and their implications
for professional development (Otto Bassler award for Outstanding
Dissertation)
Jason
Silverman (PhD, 2006) Dissertation title: An
investigation of content knowledge for teaching: Understanding its development
and its influence on pedagogy
Luis Saldanha (PhD, 2005). Dissertation title: Is this sample unusual?Ó: An investigation
of students exploring connections between sampling distributions and
statistical inference. (Otto Bassler award for Outstanding Dissertation)
Eric Weber
Frank Marfai
Linda Agoune
Stacey Bowling
Ah Young (Ph.D.,
2010)
Kevin Moore
(Ph.D., 2010)
April Strom
(Ph.D., 2008)
Nanci Smith
(Ph.D., 2008)
Jana Viskovska
(Ph. D., 2008)
Nicole Engelke
(Ph.D., 2007)
Lynn Chrystal
Dean (PhD, 2005)
Jose Cortina
(PhD, 2005)
Samuel Katz (EdD,
2004)
Randall Bouldin
(PhD, 2004)
Maggie McGatha
(Ph.D, 2003)
Lynn Hodge (PhD,
2003)
Inge Poole (PhD,
2003)
Kirsten Ellenbogen
(PhD, 2002)
Hsinyi Huang Smith (MNS Mathematics, 2009). Thesis title: Teaching and learning function transformations.
Ashlee
John (MNS Mathematics, 2009). Thesis title: Parametric
functions in Algebra II: Implications of a covariational approach to teaching
functions.
Shanon
Bishop (MNS Mathematics, 2009). Thesis title: Parametric functions in Algebra II: Implications of a covariational
approach to teaching functions.
Christopher
Lowber (MA Math Education, 2003, Comprehensive exam)
Tiffany
Dale (MA Math Education, 1999). Comprehensive exam.
James
Love (MS Computer Science, 1985). Thesis title: A computer microworld for teaching operations on structured data.
Eun
Jong Kim (MS Math Education, 1995). Thesis title: A computer environment for helping students to understand the structure
of expressions.
Eric
Knuth (MS Math Education, 1995). Comprehensive exam.
Elizabeth
Nagel (MS Math Education, 1994). Thesis title: Effects of graphing calculators on college algebra studentsÕ
understanding of functions and graphs.
Donna
Troy (MS Mathematics Education, 1993). Thesis title: Future teachersÕ imagery while reasoning quantitatively.
Barbara Boyd (MS Math Education, 1992; co-advised
with Alba Thompson). Thesis title: The
relationship between mathematics subject matter knowledge and instruction: A
case study.
Workshop on Calculus Reform,
Institute for Mathematics and Education, University of Arizona (2008-2010)
Pathways to Algebra, Evron,
France, 2008.
American Educational Research
Association Division C (mathematics), 1995
Conference on Constructivism
in Mathematics and Science Education, Atlanta, April 1994
NCTM Regional Meeting, San
Diego, April 1985
San Diego
Council of Teachers of Mathematics, February 1984
(lost track of recent advisory boards)
Purdue University , Calumet, NSF project on
learning differential equations. (1999, 2000)
University of Georgia, NSF project on childrenÕs
reasoning about fractions (1998, 1999, 2000)
University of Michigan, INTASC analysis of teacher
videotapes (1999)
East Carolina University, consultant on developing
a PhD program in mathematics education (1998)
A Conference on the Future of Ph. D. Programs in
Mathematics Education. NSF Funded project, Robert Reys, Director. (1998-2000)
University of Colorado (1998)
Maxwell Laboratories. Advise on the design and
development of multi-media software for teaching secondary science and
mathematics. (1994-1996)
NSF Grant, Vanderilt University (Paul Cobb,
Director). Advise on design of teaching experiments to investigate childrenÕs
emerging use of symbols in their mathematical reasoning. (1995-1996)
NSF Grant, U. Georgia (Leslie P. Steffe,
Director). Advise on theoretical constructs used to develop models of
childrenÕs understanding of fractional quantities and rational numbers.
(1995-1996)
NSF Grant, U. Massachussetts (James J. Kaput,
Director). Advise on conceptual foundations of interface design for
SIMCALC—calculus simulations for mathematics learning. (1993)
Member, NCTMÕs Research Catalyst Group: Develop
research programs to investigate aspects of implementation of NCTMÕs Curriculum
and Evaluation Standards. (1993)
Science Applications International Corporation.
Advise on qualification proposal to the National Security Administration for
development of educational software. (1992)
NSF Grant, Purdue University (Paul Cobb,
Director). To advise on the use of computers in research on socialization in 3rd-grade
mathematics classrooms. (1989)
NSF Grant, A. G. Thompson & C. A. Thornton
(Co-directors). To develop new courses and new software for a model
middle-school teacher training program. (1986-1989)
Cosine,
Inc., an educational software company. Advised on
issues of design, implementation, and marketing. (1983-1985)
San Diego City Schools Program for the Gifted and
Talented. Developed evaluation instrument for an instructional program to teach
mathematical problem solving. (1982-1983)
NSF Grant,
M. G. Kantowski (Director), University of Florida. Advised on the design and
evaluation of software for teaching and learning mathematical problem solving.
(1979-1981)
Chair,
Freshman Science, Technology, Engineering, and Mathematics Improvement
Committee. An ad hoc committee of the Vice President and Provost. (2007-2008)
Member, Graduate Committee (2005-present)
Member, University
Academic Computing and Information Technology Committee (2004-2006)
Co-founder and co-director, Vanderbilt Program for Talented Youth (1998-2000)
Member,
ChancellorÕs Council on Teacher Education (2000-2003)
Member, Peabody
Curriculum Committee (2004-2007)
Chair, Ad
Hoc Committee on Technology. (2002-2003)
Member, Budget
Resource Committee, a subcommittee of the Faculty Senate. (1997-1998)
Member, Research
committee; a subcommittee of the Faculty Senate (2000-2002)
Chair, Search
Committee for Department of Teaching and Learning Chair and Professor of
Teacher Education (1998-2000)
Member, Department
mentoring committee (1999-2000)
Chair, Search
Committee for Department of Teaching and Learning Chair and Professor of
Teacher Education (1998-1999)
Member, Department
graduate admissions committee (1999-2000)
Chair, Department
of Teaching and Learning Search Committee for Mathematics Education
(1998-2000)
Director, Ph.D.
Program in Mathematics and Science Education, Joint-doctoral program of San
Diego State University and University of California, San Diego (1995-1997).
Director, Master
of Science in mathematics education, Illinois State University (1989).
Chair, Calculus
Reform Committee, Department of Mathematics (1991-1992).
Organizer and leader, College of Sciences Course Study Program (a program of Ņinternal sabbaticalsÓ
funded by the DeanÕs office to support faculty research of student learning in
college science and mathematics courses; 1994).
Member, College
of Sciences Teacher Preparation Committee (1993-1995).
Director, University
Developmental Math Lab (1980-1982).
President and Founder, Ralph P. Dailard School Foundation. (1993-1994; Treasurer,
1994-1995)
Member, Governance Team for Ralph P. Dailard
Elementary School, San Diego Unified School District. (1993-1995)
Member, School Site Council of Ralph P. Dailard
Elementary School, San Diego Unified School District. (1993-1995)
Organizer, Committee for the integration of
computers and instruction, Ralph P. Dailard Elementary School, San Diego
Unified School District. (1993-1995)
Member, Reconfiguration Task Force, San Diego
Unified School District (1995)