FACULTY & STAFF DIRECTORY
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David Kirshner
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Dr. Kirshner's research interests concern the psychology of learning, particularly the relationship between psychological and pedagogical discourses. His studies in the psychology of learning explore the development of algebra symbol skills, and inculcation of formal mathematical methods. His crossdisciplinary approach to psychology and pedagogy identifies metaphors for learning that ground our pedagogical intentions, and develops associated notions of effective teaching for each. This breaks with the tradition of integrative or holistic conceptions of effective teaching.
EDUCATION:
1987 Ed.D. in Mathematics Education, University of British Columbia, Vancouver, Canada
1977 M.A. in Mathematics, University of British Columbia, Vancouver, Canada
1972 B.A. (honors) in Mathematics, Sir George Williams University, Montreal, Canada
ACTIVITIES:
Editorial Board, Mathematical Thinking and Learning
Advisory Board, James J. Kaput Center for Research and Innovation in Mathematics Education, University of Massachusetts, Dartmouth
Co-director, Gordon A. Cain Center for Scientific, Mathematical, Engineering, and Technological Literacy, Louisiana State University
Chair of the Editorial Panel of the Journal for Research in Mathematics Education, 1999-2000
President of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1993-1994
SELECTED PUBLICATIONS:
Kirshner, D., & Ricks, T. (2008). Mathematics content for elementary mathematics education graduate students: Overcoming the prerequisites hurdle. In R. Reys & J. Dossey, (Eds.) U.S. doctorates in mathematics education: Developing stewards of the discipline (pp. 229-232). Washington, DC: Conference Board of the Mathematical Sciences.
Kirshner, D., & Chance, B. (2005). Measuring algebraic sophistication: Instrumentation and results. In S. Wilson (Ed.), Proceedings of the twenty-seventh annual meeting of the International Group for the Psychology of Mathematics Education, North American Chapter, Roanoke: Virginia.
Kirshner, D., & Awtry, T. (2004). Visual salience of algebraic transformations. Journal for Research in Mathematics Education, 35(4), 224-257.
Pesek, D. D., & Kirshner, D. (2002). Interference of instrumental instruction in subsequent relational learning. In J. Sowder & B. Schappelle (Eds.), Lessons learned from research (pp. 101-108). Reston, VA: NCTM.
Kirshner, D. (2002). Untangling teachers’ diverse aspirations for student learning: A crossdisciplinary strategy for relating psychological theory to pedagogical practice. Journal for Research in Mathematics Education, 33(1), 46-58.
Barab, S., & Kirshner, D. (Eds.) (2001). Rethinking methodology in the learning sciences. Special issue of Journal of the Learning Sciences, 10(1).
Kirshner, D. (2001). The structural algebra option revisited. In R. Sutherland, T. Rojano, A. Bell, & R. Lins (Eds.), Perspectives on school algebra (pp. 83-98). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Kirshner, D. (2000). Exercises, probes, puzzles: A crossdisciplinary typology of school mathematics problems. Journal of Curriculum Theorizing, 16(2), 9-36.
Kirshner, D., & Whitson, J. (1998). Obstacles to understanding cognition as situated. Educational Researcher, 27(8), 22-28.
Kirshner, D., & Whitson, J. (Eds.) (1997). Situated cognition: Social, semiotic, and psychological perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.
PRESENTATIONS:
Kirshner, D., & Ricks, T.E. (2007, September). Inverse poster session. Poster presentation at the Conference on Doctoral Programs in Mathematics Education, Kansas City, Missouri.
Kirshner, D. (2007, April). The math wars and the reading wars, siblings or distant cousins?: A cross-disciplinary perspective. Presented at the annual conference of the American Educational Research Association, Chicago, Illinois.
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