Susan Nickerson
With Judy & Larry
Sowder, co-author a mathematics text for elementary
teachers, Reconceptualizing
Mathematics
Resources for use in
Reconceptualizing Mathematics
courses:
Resources
for instructors (videos & GSP)
Book
Companion site
W.
H. Freeman (Publisher)
Current Research Projects
DynaBook:
Dr. Janet Bowers and I are partners with SRI International, San
Francisco State University, and Center for Applied Special Technology
(CAST) to develop and research a digital textbook for pre-service and
prospective middle school teachers of mathematics. The content focus is
proportionality. Funded by NSF DRK-12.
http://www.ctl.sri.com/projects/displayProject.jsp?Nick=dynabook
Project
Algebraic: We partner with Lake
Elsinore Unified School District and Temecula Valley Unified School
District to support and research professional development of teachers
in grades 3 through Algebra I in these two districts. The design is a
summer-intensive week and Lesson Study Mini-Institutes during the
academic year. We are interested in teacher learning and developing
mechanisms to enable teachers to continue their work through hybrid
lesson study. Funded by a CA
Mathematics and Science Partnership (MSP) grant.
Teachers’
link to Lesson Study website
Summer
courses website
Wiki
Number
Sense: With Ian Whitacre I study
prospective elementary teachers. We have developed a Local Instruction
Theory for the development of number sense.
Education
- Ph.D., 2001, Mathematics
and Science Education, University of California at San Diego/San Diego
State University
- M.A., 1996, Applied
Mathematics, University of California at San Diego
- B.S., 1980, Mathematics,
Eastern Nazarene College
Publications
Selected Articles in Refereed
Journals
Nickerson, S. D., &
Masarik, D. K. (2010). Assessing teachers' developing interpretive
power: Analysing student thinking. Mathematics
Teacher Education and Development, 13, 1-11.
Nickerson, S. D. &
Whitacre, I. (2010). A local instruction theory for the development of
number sense. Mathematical
Thinking and Learning, 12,
227-252.
Nickerson, S. D. (2009/2010).
Preparing experienced elementary teachers as mathematics specialists. Investigations
in Mathematics Learning, 2(2),
51-68.
Bowers, J. S., &
Nickerson, S. (2001). Identifying cyclic patterns of interaction to
study individual and collective learning. Mathematical
Thinking and Learning,
3 (1),
1-28.
Bowers, J. S., &
Nickerson, S. D. (2000). Students' changing views of rates and graphs
when working in a simulation microworld. Focus
on Learning Problems in Mathematics, 22
(3/4), 10-25.
Nickerson, S. D., Nydam, C.,
& Bowers, J. S. (2000). Linking algebraic concepts and
contexts: Every picture tells a story. Mathematics
Teaching in the Middle School, 6,
92-98.
Peer-Reviewed
Book Chapters:
Zaslavsky, O., Nickerson, S.
D., Stylianides, A. J., Kidron, I., Winiki-Landman, G. (2012). The
need for proof and proving: Mathematical and pedagogical perspectives.
In G. Hanna & M. deVilliers (Eds.) Proof
and proving in mathematics education.
New York: Springer.
Recent Articles in Refereed
Proceedings
Nickerson, S., Bowers, J.,
& Fredenberg, M. (2011). Moving forward at an exponential rate:
Crossing discipline boundaries to prepare teachers for the 21st century
classroom. In L. R. Wiest & T. Lamberg (Eds.), Proceedings
of the 33rd Annual Meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education
(pp. 1464-1467). Reno, NV: University of Nevada, Reno.
Brown, C. & Nickerson,
S. D. (2011). Perspectives on instructor modeling in mathematics
teacher education In L. R. Wiest & T. Lamberg (Eds.),
Proceedings of the 33rd Annual
Meeting of the North American Chapter of the International Group for
the Psychology of Mathematics Education(pp.
408-416). Reno, NV: University of Nevada, Reno.
Whitacre, I., &
Nickerson, S. D. (2011). Extending a local instruction theory for the
development of number sense to rational number. In S. Brown, S. Larsen,
K. Marrongelle, and M. Oehrtman (Eds.), Proceedings
of the 14th Annual Conference on Research in Undergraduate Mathematics
Education, Vol. 2 (pp. 532-541).
Portland, OR.
Whitacre, I., &
Nickerson, S. D. (2011). Prospective elementary teachers develop
improved number sense in reasoning about fraction magnitude. In L. R.
Wiest & T. Lamberg (Eds.), Proceedings
of the 33rd annual meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education
(pp. 559-567). Reno, NV: University of Reno.
Nickerson, S. D. &
Rasmussen, C. (2010). Enculturation to Proof: A Pragmatic and
Theoretical Investigation. In P. Brosnan, D. B. Erchick, & L.
Flevares (Eds.), Proceedings
of the 32nd annual meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education.
Columbus, OH: The Ohio State University.
Brown, C. & Nickerson,
S. (2009). Modeling the Collective Inquiry Process in Mathematics
Teacher Education. In S. L. Swars, D. W. Stinson, & S.
Lemons-Smith (Eds.), Proceedings
of the thirty-first annual Meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education
(pp. 1074¬1082). Atlanta, Georgia: Georgia State University.
Whitacre, I. &
Nickerson, S. D. (2009). Measuring Inquiry-Oriented Teaching in the
Context of TA Professional Development. Proceedings
of the twelfth annual meeting of SIGMAA Research in Undergraduate
Mathematics.
http://www.rume.org/crume2009.
Professional
Associations