Mark Hoover Thames
Assistant Research Scientist
Mark Thames researches mathematics teaching and contributes to the training of mathematics teachers. His research investigates the practice of teaching mathematics and the improvement of practice, but instead of developing curricula, specific methods of teaching, or assessments to drive improvement, he investigates the work entailed in teaching, the mathematical demands of that work, and ways in which these contribute to learning to teach. He is interested specifically in equitable teaching practice, measures of teacher knowledge and practice, and designs for collective work on teaching. He developed and directs the Secondary Mathematics Laboratory with Bob Moses and oversees several research projects in collaboration with Deborah Ball and Hyman Bass.
Selected Publications
Thames, M. H. & Ball, D. L. (in press). Making progress in mathematics education: Lessons learned — past, present, and future.
Thames, M. H. & Ball, D. L. (2010). What mathematical knowledge does teaching require? Knowing mathematics in and for teaching. Teaching Children Mathematics, 17(4), 220-225.
Learning Mathematics for Teaching Project. (2010). Measuring the mathematical quality of instruction. Journal of Mathematics Teacher Education. doi:10.1007/s10857-010-9140-1.
Suzuka, K., Sleep, L., Ball, D. L., Bass, H., Lewis, J., & Thames, M. (2009). Designing and using tasks to teach mathematical knowledge for teaching. In D. Mewborn and H. S. Lee (eds.), Scholarly practices and inquiry in the preparation of mathematics teachers: AMTE Monograph 6 (pp. 7-23). San Diego, CA: Association of Mathematics Teacher Educators.
Ball, D. L., Lewis, J., & Thames, M. H. (2008). Making mathematics work in school. Journal for Research in Mathematics Education, Monograph 14, 13-44.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389-407.
Thames, M. H. (2006). Using math to teach math: Mathematicians and educators investigate the mathematics needed for teaching. Berkeley, CA: Mathematical Sciences Research Institute.
Thames, M. H. & Ball, D. L. (2005). Review of Learning discourse: Discursive approaches to research in mathematics education. Mathematical Thinking and Learning, 6(4), 421-433.
Affiliations
Research Affiliations
Grants
| 9/1/2010 - 8/31/2011 | Contextual Research and Large Empirical Research - Developing the theory of mathematical knowledge for teaching by investigating its nature, measurement, and growth Granting Agency: National Science Foundation |
| 2/6/2010 - ongoing | Making Room for Student Thinking: Using automated feedback, video-based professional development, and evidence-based practice recommendations to improve mathematical discussions Granting Agency: U.S. Department of Education |
| 1/1/2009 - 12/31/2011 | Teaching Mathematical Knowledge for Teaching: Adapting Local Materials for Use in Diverse Institutions and Settings Granting Agency: National Science Foundation |
| 2/9/2008 - 1/9/2009 | The Algebra (Cohort) Project in Michigan Granting Agency: Algebra Project Inc/National Science Foundation |
| 8/15/2010 - ongoing | The Design of Research-in-Instruction Laboratories Granting Agency: National Science Foundation |
Last edited by Bob Brustman on Wed, March 07, 2012 - 11:10:05
