1986–2004: Professor, San Diego State University
1984–1986: Professor, Northern Illinois University
Summer 1984: Visiting Associate Professor, Oregon State University
1975–1983: Associate Professor, Northern Illinois University
1975–1976: Research Associate, University of Oregon
1969–1975: Assistant Professor, Northern Illinois University
1961–1965: Mathematics and Physics Teacher, and Dept. Chair, North Judson Schools, Indiana
My recent interest in college students’ learning of mathematical
proof/justification continues, as does an earlier interest in problem
solving, especially students’ work on story problem.
The Development of Proof Understanding, Production, and
Appreciation. National Science Foundation, 1995–1999. Grant to Purdue
University (G. Harel, PI), subcontract to San Diego State University.
Reforming the Preparation and Professional Development of
Elementary and Middle School Mathematics Teachers. National Science
Foundation, 1994–1998. (J. Sowder, PI)
Linking the Mathematical Operations to their Applications. National Science Foundation Grant MDR 8850566, 1989–1991.
Advanced Mathematical-Thinking at Any Age: Its Nature and Its
Development. Mathematical Thinking and Learning, 7(1), 2005, pp. 27-50.
(With G. Harel, first author)
Case Studies of Mathematics Majors' Proof Understanding,
Canadian Journal of Science, Mathematics and Technology Education. 3(2),
April, 2003, pp. 251-167. (First author, with G. Harel)
Educating Teachers of Science, Mathematics, and Technology: New
Practices for the New Millennium. (2001). Member of National Research
Council Committee contributing to the document.
Sowder, J., Armstrong, B., Lamon, S., Simon, M., Sowder, L.,
& Thompson, A. (1998). Educating teachers to teach multiplicative
structures in the middle grades. Journal of Mathematics Teacher Education, 1, 127–155.
Harel, G., & Sowder, L. (1998). Students’ proof schemes:
Results from exploratory studies. In A. H. Schoenfeld, J. Kaput, &
E. Dubinsky (Eds.), Research in collegiate mathematics education. III (pp. 234-283). Providence, RI: American Mathematical Society.
Sowder, L., & Harel, G. (1998). Types of students’ justifications. Mathematics Teacher, 91, 670–675.
Sowder, L. (1996). Classifying processes of proving. In L. Puig & A. Gutiérrez (Eds.), Proceedings of the 20th conference of the international group for the psychology of mathematics education (Vol. 3, pp. 59–65). Valencia, Spain: University of Valencia.
Sowder, L. (1995). Addressing the story-problem problem. In J. T. Sowder & B. P. Schapelle (Eds.), Providing a foundation for teaching mathematics in the middle grades (pp. 121-142). Albany: SUNY Press.
Shigematsu, K., & Sowder, L. (1994). Drawings for story problems: Practices in Japan and the United States. Arithmetic Teacher, 41, 544–547.
Sowder, J. T., Bezuk, N., & Sowder, L. K. (1993). Using
principles from cognitive psychology to guide rational number
instruction for prospective teachers. In T. Carpenter, E. Fennema, &
T. Romberg, Rational numbers: An integration of research (pp. 239–259). Hillsdale, NJ: Erlbaum.
Bezuk, N. S., Armstrong, B. E., Ellis, A. L., Holmes, F. A.,
& Sowder, L. K. (1993). Educators and parents working together to
help all students live up to their dreams with mathematics. In G. Cuevas
& M. Driscoll (Eds.), Reaching all students with mathematics (pp. 23–44). Reston, VA: National Council of Teachers of Mathematics.
Sowder, L. (1993). A project to link the arithmetic operations
and their uses. In I. Hirabayashi, N. Nohda, K. Shigematsu, & F. -L.
Lin (Eds.), Proceedings of the seventeenth international conference for the psychology of mathematics education (Vol. 3, p. 249). Tsukuba, Japan: Program Committee of the 17th PME Conference.
Reconceptualizing Mathematics: Courseware for Elementary and Middle Grade Teachers.
Presentation at the annual meeting of the National Council of Teachers
of Mathematics. Washington, DC, April, 1998. (With J. Sowder, J.
Bernhard, L. Clement).
Classifying Processes of Proving. Annual Meeting of the
International Group for Psychology in Mathematics Education, Valencia,
Spain, July, 1996. (With G. Harel, who presented the paper.)
Interviewing Undergraduate Majors about Proof. Joint
Meeting of the American Mathematical Society and the Mathematical
Association of America, Orlando, January, 1996. (With G. Harel; I
presented the paper.)
Is "Mathematics as Reasoning" (Standard 3) a Part of the Curriculum? Southern Section of the California Mathematics Council Annual Meeting, Palm Springs, November, 1995.
Revisiting Research on Concept Learning. Seventh International Congress on Mathematical Education, Quebec, 17-23 August 1992. (Geometry Working Group)
(1) What's Important about Multiplication and Division:
Their Meanings. (2) The Various Meanings of the Four Basic Operations:
How You Can Teach for Understanding. Presentation and workshop, National Council of Teachers of Mathematics, Eugene, OR, 19-21 March 1992.