Associate Research Scientist
Mark Hoover researches mathematics teaching and contributes to the training of mathematics teachers. His research investigates the practice of teaching and the improvement of practice, but instead of developing curricula, specific methods of teaching, or assessments to drive improvement, he seeks to understand and conceptualize teaching as professional work. 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 improving teaching. He developed and directs the Secondary Mathematics Laboratory with Bob Moses and oversees several research projects in collaboration with Deborah Lowenberg Ball and Hyman Bass. He serves on the Education Advisory Committee of the Mathematical Sciences Research Institute and the Professional Development Committee of the Association of Mathematics Teacher Educators.
Hoover teaches courses in the following program(s):
Hoover, M., Mosvold, R., Ball, D. L., & Lai, Y. (2016). Making progress on mathematical knowledge for teaching. The Mathematics Enthusiast, 13 (1&2), 3-34.
Hoover, M. Mosvold, R., & Fauskanger, J. (2014). Common tasks of teaching as a resource for measuring professional content knowledge internationally. Nordic Studies in Mathematics Education, 19 (3-4), 7-20.
Ball, D. L. & Hoover, M. (2014). Transforming research to transform mathematics instruction. In Y. Li, E. A. Silver, & S. Li (Eds.), Transforming mathematics instruction: Multiple approaches and practices, Advances in Mathematics Education (pp. 549-557). Switzerland: Springer International.
Hoover, M. (2014). Assessing math to know math. Berkeley, CA: Mathematical Sciences Research Institute.
Thames, M. H. & Ball, D. L. (2013). "Making progress in mathematics education: Lessons learned—past, present, and future." In K. Leatham (Ed.), Vital directions for mathematics education research (pp. 15-44). New York: Springer.
Thames, M. H. & van Zoest, L. (2013). "Building coherence in research on mathematics teacher identity, knowledge and beliefs by developing practice-based approaches." ZDM—The International Journal on Mathematics Education, 43 (3), 583-594.
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.
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.