Margaret Tatem Kinzel
1910 University Drive
Boise, ID 83725-1555
Office: 208-426-3002
Email: kinzel@math.boisestate.edu
Education
August 2000 The
Pennsylvania State University, State College, PA
Ph. D.; Curriculum & Instruction, Mathematics
Education
Title:
Characterizing Ways of Thinking Underlying College Students'
Interpretation and Use of Algebraic Notation
December 1991 Auburn
University, Montgomery, AL
M. Ed.; Secondary Mathematics Education
December 1985 Auburn
University, Montgomery, AL
B.S. in Education; Secondary Mathematics Education
May 1983 Enterprise
State Junior College, Enterprise, AL
A.S.; Mathematics
Relevant Work History
2000-present Boise State University, Boise, ID
Assistant
Professor, Department of Mathematics
1996-2000 The
Pennsylvania State University, State College, PA
Research Assistant,
Mathematics Teacher Development Project
Activities included collection,
analysis, and presentation of data on both preservice and practicing teachers
who participated in an intensive five-course teacher development program;
participation in ongoing analysis in support of the instructional component of
the program; and, as lead investigator on a case study, conducting and
analyzing observations of and interviews with a preservice teacher throughout
the program and into student teaching
1995-96 The
Pennsylvania State University, State College, PA
Instructor
for Methods of Teaching Elementary Mathematics
Had
full responsibility for teaching one section of a course on methods of teaching
elementary mathematics to senior undergraduates. The course focused on
understanding children’s learning from a constructivist perspective and
designing activities to support children’s learning.
1992-1995 Auburn
University at Montgomery, Montgomery, AL
Adjunct Mathematics Instructor
Taught
developmental algebra, college algebra, and precalculus courses
1987-1995 Ingram
State Technical College, Deatsville, AL
Mathematics
Instructor
Taught all levels of mathematics for students in both occupational and
associate degree programs, including vocational/technical mathematics,
mathematics for electronics, developmental algebra, college algebra, and
mathematical insights
Mathematics
Program Coordinator
Designed
and implemented a mathematics program to support associate degree programs,
including selection of courses and materials, scheduling of courses, and
advising students
Federal
Grant Program Instructor
Participated
in the design, writing, and implementation of federally funded programs aimed
at supporting displaced homemakers and eliminating sex bias in traditionally
non-female occupations
Research Experience
Fall 2000-present
Collaborations with Drs. Kathleen Ayers, Bradley Garner, and Sharon Walen on ongoing research agendas.
Fall 1996-Summer 2000
Joined
Martin Simon (PI), Ron Tzur (co-PI) and Karen Heinz as primary research team
for the Mathematics Teacher Development Project, a 4.5-year intensive program
focused on promoting and studying the development of elementary mathematics
teachers
Spring 1996
Collaborated
with Barbara Edwards on the design, implementation, and analysis of interviews
to evaluate the effects of national calculus reform workshops
Fall 1995
Collaborated
with Susan J. Feeley on the analysis and report of national survey data
collected to investigate middle school students’ mathematics preparation
and attitudes. The students were a stratified sample of MATHCOUNTS participants
from throughout the United States.
Publications
Kinzel, M. (accepted). Representational
awareness: Using algebraic notation to illuminate mathematical situations. Pennsylvania Council of Teachers of Mathematics
2001 Yearbook.
Kinzel, M. (2001). Linking task characteristics to the
development of symbol sense. Mathematics Teacher, 94(6), 494-499.
Tzur, R., Simon, M. A., Heinz, K., Kinzel, M., &
Smith, M. (2001). An account of a teacher's perspective on learning and
teaching mathematics: implications for teacher development. Journal of
Mathematics Teacher Education, 4(3), 227-254.
Simon, M. A., Tzur, R., Heinz, K., Kinzel, M., &
Smith, M. (2000). Characterizing a perspective on mathematics learning of
teachers in transition. Journal for Research in Mathematics Education, 31(5),
579-601.
Heinz, K., Kinzel, M., Simon, M. A., and Tzur, R.
(2000). Moving through steps of mathematical knowing: An account of the
practice of an elementary mathematics teacher in transition. Journal of
Mathematical Behavior, 19, 83-107.
Kinzel, M. (1999). Understanding algebraic notation
from the students’ perspective. Mathematics Teacher, 92(5),
436-442.
Kinzel, M. (1997). Signifiers and counterparts:
Building a framework for analyzing students’ use of symbols. In Heid, M.
K. and Blume, G. W. (Eds.), Pennsylvania Council of Teachers of Mathematics
1997 Yearbook, pp. 43-53.
Papers Published in Proceedings of Professional Conferences
Kinzel, M. (2001). Analyzing college calculus
students’ interpretation and use of algebraic notation. In R. Speiser,
C.A. Maher, & Walter, C.N. (Eds.). Proceedings of the Twenty-Third
Annual Meeting of the North American Chapter of the International Group for the
Psychology of Mathematics Education. Columbus OH: ERIC Clearinghouse for
Science, Mathematics, and Environmental Education.
Garner, B.E., Kinzel, M., & Walen, S.B. (2001).
Pre-service elementary teachers’ understanding of place value. In R.
Speiser, C.A. Maher, & Walter, C.N. (Eds.). Proceedings of the
Twenty-Third Annual Meeting of the North American Chapter of the International
Group for the Psychology of Mathematics Education. Columbus OH: ERIC
Clearinghouse for Science, Mathematics, and Environmental Education.
Simon, M.A., Tzur, R., Heinz, K., & Kinzel, M.
(2000). Articulating theoretical constructs for mathematics teaching. In M.L.
Fernandez (Ed.). Proceedings of the Twenty-Second Annual Meeting of the
North American Chapter of the International Group for the Psychology of
Mathematics Education. Columbus OH: ERIC Clearinghouse for Science,
Mathematics, and Environmental Education.
Heinz, K., Simon, M. A., Kinzel, M., & Tzur, R.
(1999). A perspective on the use of manipulatives: Making sense of a
teacher’s use of base-ten blocks to promote understanding of the
long-division algorithm. In F. Hitt & M. Santos (Eds.). Proceedings of
the Twenty-First Annual Meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education. Columbus
OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Simon, M. A., Tzur, R., Heinz, K., Kinzel, M., &
Smith, M. (1999). On formulating the teacher’s role in promoting
mathematics learning. In O. Zaslavsky (Ed.). Proceedings of the Twenty-Third
Annual Meeting of the International Group for the Psychology of Mathematics
Education. (vol. 4, pp. 201-208). Haifa, Israel.
Simon, M. A., Tzur, R., Heinz, K., Kinzel, M., &
Smith, M. (1998). Characterizing a perspective on mathematics learning of
teachers in transition. In S. Berenson, K. Dawkins, M. Blanton, W. Coulombe, J.
Kolb, K. Norwood, & L. Stiff (Eds.),
Proceedings of the Twentieth Annual Meeting of the North American
Chapter of the International Group for the Psychology of Mathematics Education,
(vol. 2, pp. 768-773). Columbus OH: ERIC Clearinghouse for Science,
Mathematics, and Environmental Education.
Tzur, R., Simon, M. A., Heinz, K., & Kinzel, M.
(1998). Meaningfully assembling mathematical pieces: An account of a teacher in
transition. In A. Oliver & K. Newstead (Eds.), Proceedings of the Twenty-Second Annual Meeting of the
International Group for the Psychology of Mathematics Education, (vol. 4,
pp. 145-152). Stellenbosch, South Africa.
Heinz, K., Kinzel, M., Simon, M. A., & Tzur, R.
(1997). One teacher’s solution to reforming mathematics teaching. In J.
A. Dossey, J. O. Swafford, M. Parmantie, & A. E. Dossey (Eds.), Proceedings of the Nineteenth Annual
Meeting of the North American Chapter of the International Group for the
Psychology of Mathematics Education, (vol. 2, pp. 365-370). Columbus OH:
ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Papers Submitted and in Preparation
Heinz, K., Simon, M. A., Kinzel, M., & Tzur, R.
(in preparation). Considering perspectives on mathematics and mathematics
learning underlying teachers’ practices as a basis for making sense of
teachers’ use of manipulatives.
Presentations
“So what is x, really? Symbol sense and how to encourage its
development.” at 2001 Idaho Council of
Teachers of Mathematics Fall Conference, Eagle, ID, October 4-5, 2001.
Presented
a framework for analyzing algebraic tasks with respect to potential for raising
notational issues, making such issues available for classroom discussion.
“Analyzing college calculus students’
interpretation and use of algebraic notation.” a research report
presented at the Twenty-third Annual Meeting of the North American Chapter of
the International Group for the Psychology of Mathematics Education, Snowbird,
UT, October 18-21, 2001.
Presented
final dissertation results related to students’ use of algebraic notation
and the issue of representational awareness.
“Task characteristics and the development of
symbol sense” at MathFest
1999: Summer Meetings of the Mathematical Association of America, Providence,
RI, July 30-August 2, 1999.
Presented
preliminary dissertation results focused on characteristics of tasks and their
relationship to the potential development of students’ symbolic reasoning
“Understanding students’ interpretation of
algebraic notation in a problem-solving context” at Research in
Undergraduate Mathematics Education Conference, South Bend, IN, September
17-20, 1998.
Presented
results from pilot studies and preliminary dissertation results focused on
students’ use and interpretation of algebraic notation
“Concept of
variable.” In collaboration with Linda Iseri at the Governor’s
Institute for Mathematics Educators, University Park, PA, August 3-7, 1998.
Designed
and implemented a session focused on understanding the potential development of
a concept of variable for invited secondary Pennsylvania teachers; presentation
combined research themes and teaching issues
“Symbol sense:
What does it look like?” at the 1998 Pennsylvania Council of Teachers of
Mathematics Annual Conference, Harrisburg, PA, March 12-14, 1998.
Presented
pre-pilot study results focused on examples of symbolic reasoning
“One
teacher’s solution to reforming mathematics teaching.” In
collaboration with Karen Heinz, Martin Simon, and Ron Tzur, a research report
presented at the Nineteenth Annual Meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education, Normal, IL,
October 18-21, 1997.
Presented
an account of teacher’s practice based on case study data from the
Mathematics Teacher Development Project.
Other Professional Activities
Fall 1999 Internship experience teaching Algebra II at State
College High School in collaboration with Greg Somers. The experience focused
on reorganizing the content of the course and implementing innovative teaching
methods, to include technology.
1996 Reviewed submitted manuscripts for the Pennsylvania
Council of Teachers of Mathematics Yearbook
1993-94 Ingram State Technical College
Chaired Media Services Committee for the college’s
self study prior to re-accreditation: reviewed mission statement and policies,
conducted committee meetings, prepared final report on college’s media
services plan, to include recommendations for future action
Awards
February 2000 Association of Teacher Educators
Distinguished Research in Teacher Education Award for “Moving students
through steps of mathematical knowing: An account of the practice of an
elementary teacher in transition,” (Heinz, et. al., in press).
1999
Recipient of the Donald B. and Mary Louise Tait College of Education Award
(College-wide
award for outstanding mathematics education students)
1998
Recipient of the Rose M. Drexel College of Education Award
(College-wide
award for outstanding graduate students in education)
1998-99 Alumni Fund Research Initiation Grant Awardee:
“Understanding Students’ Interaction with Algebraic Notation”
(Competitive
college-wide competition)
1997-98 Alumni Fund Research Initiation Grant Awardee:
“Making Sense of Symbolic Reasoning”
(Competitive
college-wide competition)
Membership in Professional Organizations
National Council of Teachers of Mathematics
North American Chapter of the International Group for
the Psychology of Mathematics Education
Mathematical Association of America
RUME SIGMAA: Special Interest Group within MAA for
Research on Undergraduate Mathematics Education