Janet BowersPrincipal Investigator, Simulations for Calculus Learning (SimCalc) CoPrincipal Investigator, Investigating Multimedia Case Studies as a Tool for Preservice Teacher Development CoPrincipal Investigator, MEASURE: Mathematics Enhancement and Accountability in Systemic Urban Initiative Research Project Faculty, Reforming the Preparation and Professional Development of Elementary and Middle School Mathematics Teachers EducationPh.D., Vanderbilt University, Education and Human Development, specialization in Mathematics Education and Technology, 1996 M.A., Villanova University, Mathematics Education, 1991 B.A., Bucknell University, Mathematics and Psychology, 1985 Teaching MaterialsMath 509: Current Syllabus for Teaching Secondary Mathematics with Technology Course MathEd 602: Current Syllabus for Teaching Elementary Mathematics with Technology Course Research InterestMy interests involve researching the ways in which students' development of mathematical
understandings can be supported through advanced technologies. During one recent project,
I worked with a team of reserachers to develop three computerbased microworlds to
support students' development of place value conceptions. These programs are described
via the CandyFactory Programs link. PublicationsArticles in Refereed Journals Bowers, J. S., & Doerr, Helen M. (2001). An analysis of prospective teachers' dual roles in understanding the mathematics of change: Eliciting growth with technology. Journal of Mathematics Teacher Education, 4, 115–37. Bowers, J. S., & Nickerson, S. (2001). Identifying cyclic patterns of interaction to study individual and collective learning. Mathematical Thinking and Learning, 3, 1–28. Bowers, J. S., & Nickerson, S. (2000). Students’ changing views of rates and graphs when working with a simulation microworld. Focus on Learning Problems in Mathematics, 22 (3/4), 10–27. Bowers, J., Cobb, P., & McClain, K. (1999). The evolution of mathematical practices: A case study. Cognition and Instruction, 17, 25–64. Cobb, P., & Bowers, J. S. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28(2), 4–15. Nickerson, S., 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. Chapters in Refereed Books Bowers, J. S. (2000). Symbolizing, mathematizing and communicating: A look toward the 21st century. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing, communicating and mathematizing: Perspectives on discourse, tools, and instructional design (pp. 385–398). Mahwah, NJ: Erlbaum. Gravemeijer, K., Cobb, P., Bowers, J. S., & Whitenack, J. (2000). Symbolizing, modeling, and instructional design. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing, communicating and mathematizing: Perspectives on discourse, tools, and instructional design (pp. 225–274). Mahwah, NJ: Erlbaum. McClain, K., Cobb, P., & Bowers, J. (1998). A contextual investigation of threedigit
addition and subtraction. In L. Morrow (Ed.), 1998 Yearbook of the National Council of Teachers of Mathematics: The teaching and
learning of algorithms in school mathematics (pp. 141–150). Reston, VA: National Council of Teachers of Mathematics. Articles in Refereed Proceedings Barron, L., Bowers, J., & McClain, K. (1996). Evaluating an interactive CDROM designed for preservice teacher education. In L. Puig & A. Gutierrez (Eds.), Proceedings of the Twentieth Conference of the International Group for the Psychology of Mathematics Education, (Vol. 1, p. 208). Valencia, Spain: University of Valencia. Bowers, J. S., & Doerr, H. M. (1998). Investigating teachers’ insights into the mathematics of change. In K. D. S. Berenson, M. Blanton, W. Coulombe, J. Kolbe, K. Norwood, & L. Stiff (Eds.), Proceedings of theTwentieth Conference of the Psychology of Mathematics Education—North American Chapter (Vol. 2, pp. 789795). Raleigh, NC: North Carolina State University. Bowers, J. (1997). Analyzing students’ learning with microworlds: Do you see what I see? In J. Dossey, J. Swafford, M. Parmantie, & A. Dossey (Eds.), Proceedings of the Nineteenth Conference of the Psychology of Mathematics Education—North American Chapter (Vol. 2, pp. 611–617). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Bowers, J., McClain, K., & Cobb, P. (1997). Design principles for developing integrated multimedia instructional materials. In E. Pehkonen (Ed.), Proceedings of the TwentyFirst Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 219). Lahti, Finland: Lahti Research and Training Center. Bowers, J. (1995). Coordinating topdown and bottomup approaches: An alternative perspective for developing a mathematical microworld. In J. L. Schnase & E. L. Cunnius (Eds.), Proceedings of the First International Conference on Computer Support for Collaborative Learning (pp. 121–125). Bloomington: Indiana University. Bowers, J. (1995). Designing computer learning environments based on the theory of realistic mathematics education. In L Miera & D. Carraher (Eds.), Proceedings of the Nineteenth Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 202–210). Recife, Brazil: Program Committee of the 19th PME Conference. Bowers, J., Barron, L., & Goldman, E. (1994). An interactive media environment to enhance mathematics teacher education. In J. Willis, B. Robin, & D. A. Willis (Eds.), Technology and teacher education annual (pp. 515–519). Washington, DC: Society for Technology and Teacher Education. Doerr, H., McClain, K., & Bowers, J. (1997). Design principles for developing integrated multimedia instructional materials. In E. Pehkonen (Ed.), Proceedings of the TwentyFirst Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 217–224). Lahti, Finland: University of Helsinki. Stewart, K., & Bowers, J. (1997,October). STEP: A Case study on building a bridge from HPC technologies to the secondary classroom. Paper presented at the SuperComputing ‘97 conference, San Jose, CA. Software Bowers, J., & Cobb, P. (1994). The MacCandy Factory [Computer Program]. Nashville, TN: Vanderbilt University. (Produced in association with National Science Foundation Grant No. RED9353587) Goldman, E., Barron, L., Bassler, O., Cobb, P., Bowers, J., McClain, K., Robinson, C., St. Clair, J., Harwood, J., & Altman, J. (1994). Investigations in Teaching Geometry [Computer program]. Nashville, TN: Vanderbilt University. (Produced in association with National Science Foundation Grants No. TPE8751472, TPE8950310, TPE9053826, and TPE9154067) Barron, L., Goldman, E., Bassler, O., Harwood, J., Starnes, L., Jones, L., Bowers,
J., & Goin, L. (1992). Peabody Professional Development School [Computer program].
Nashville, TN: Vanderbilt University. (Produced in association with National Science
Foundation Grants No. TPE8751472, TPE8950310, and TPE9053826) Awards and HonorsOtto Bassler Award for Outstanding Dissertation, awarded by Vanderbilt University, 1997 Best multimedia program presented at the 1994 annual meeting of the Society for Technology and Teacher Education, Washington, DC The Susan Hensinger Thomas Prize for academic achievement in psychology Professional AssociationsAmerican Educational Research Association Association for the Advancement of Computing in Education International Group for the Psychology of Mathematics Education National Council of Teachers of Mathematics International Group for the Psychology of Mathematics EducationNorth American Chapter 
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