My research has involved several areas. I have examined prospective teachers’ mathematical dispositions, which has resulted in a conceptual framework for such dispositions. Consequently, I have a published chapter in the NCTM Yearbook, Motivation and Disposition: Pathways to Learning.

The conceptual framework allowed me to consider ways to assess such mathematical dispositions. That work yielded a survey instrument, the Mathematics Dispositional Functions Inventory [MDFI]. This survey has been used multiple times in exploring the relationships between learning outcomes in mathematics and mathematical dispositions among prospective elementary school teachers.

The worked discussed above has led me to explore whether prospective teachers who have self-identified as having non-availing mathematical dispositions versus prospective teachers who have reported dispositions consistent with recommendations of various professional organizations, e.g. NRC, NCTM, teachers, researchers, and others appear to employ certain instructional strategies when teaching mathematics in the elementary school. Furthermore, I am investigating whether certain dimensions of mathematical dispositions among prospective teachers become apparent among their students. in order to accomplish this aspect of the research, I have begun developing observation rubrics and protocol to attempt to capture mathematical dispositions among elementary school students.

In addition to exploring student dispositions and prospective teachers’ dispositions, I have been looking into the impacts of problem-based instructional strategies with adult aged college students with severe intellectual and emotional difficulties. The Career and Community Studies program at TCNJ offers a non-degree granting program for such students and I have been developing curricular materials over the last couple of years with explicitly documented differentiation strategies. I have overseen the development of several curricular units on Probability, Patterns and Algebraic Reasoning, and Map Coloring. Each have been used multiple with successful strategies for differentiation documented in the materials.