Susan NickersonWith Judy & Larry Sowder, coauthor a mathematics text for elementary teachers, Reconceptualizing Mathematics Resources for use in Reconceptualizing Mathematics courses: Current Research ProjectsDynaBook: Dr. Janet Bowers and I are partners with SRI International, San Francisco State University,
and Center for Applied Special Technology (CAST) to develop and research a digital
textbook for preservice and prospective middle school teachers of mathematics. The
content focus is proportionality. Funded by NSF DRK12. Project Algebraic: We partner with Lake Elsinore Unified School District and Temecula Valley Unified School District to support and research professional development of teachers in grades 3 through Algebra I in these two districts. The design is a summerintensive week and Lesson Study MiniInstitutes during the academic year. We are interested in teacher learning and developing mechanisms to enable teachers to continue their work through hybrid lesson study. Funded by a CA Mathematics and Science Partnership (MSP) grant. Number Sense: With Ian Whitacre I study prospective elementary teachers. We have developed a Local Instruction Theory for the development of number sense. Education
PublicationsSelected Articles in Refereed Journals Whitarcre, Ian & Susan D. Nickerson (2016), Prospective elementary teachers making sense of multidigit multiplication: Leveraging resources, Journal for Research in Mathematics Education, 47 (3). Nickerson, S. D., & Masarik, D. K. (2010). Assessing teachers' developing interpretive power: Analysing student thinking. Mathematics Teacher Education and Development, 13, 111. Nickerson, S. D. & Whitacre, I. (2010). A local instruction theory for the development of number sense. Mathematical Thinking and Learning, 12, 227252. Nickerson, S. D. (2009/2010). Preparing experienced elementary teachers as mathematics specialists. Investigations in Mathematics Learning, 2(2), 5168. Bowers, J. S., & Nickerson, S. (2001). Identifying cyclic patterns of interaction to study individual and collective learning. Mathematical Thinking and Learning, 3 (1), 128. Bowers, J. S., & Nickerson, S. D. (2000). Students' changing views of rates and graphs when working in a simulation microworld. Focus on Learning Problems in Mathematics, 22 (3/4), 1025. Nickerson, S. D., Nydam, C., & Bowers, J. S. (2000). Linking algebraic concepts and
contexts: Every picture tells a story. Mathematics Teaching in the Middle School, 6, 9298. PeerReviewed Book Chapters: Zaslavsky, O., Nickerson, S. D., Stylianides, A. J., Kidron, I., WinikiLandman, G.
(2012). The need for proof and proving: Mathematical and pedagogical perspectives.
In G. Hanna & M. deVilliers (Eds.) Proof and proving in mathematics education. New York: Springer. Recent Articles in Refereed Proceedings Nickerson, S., Bowers, J., & Fredenberg, M. (2011). Moving forward at an exponential rate: Crossing discipline boundaries to prepare teachers for the 21st century classroom. In L. R. Wiest & T. Lamberg (Eds.), Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 14641467). Reno, NV: University of Nevada, Reno. Brown, C. & Nickerson, S. D. (2011). Perspectives on instructor modeling in mathematics teacher education In L. R. Wiest & T. Lamberg (Eds.), Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education(pp. 408416). Reno, NV: University of Nevada, Reno. Whitacre, I., & Nickerson, S. D. (2011). Extending a local instruction theory for the development of number sense to rational number. In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 14th Annual Conference on Research in Undergraduate Mathematics Education, Vol. 2 (pp. 532541). Portland, OR. Whitacre, I., & Nickerson, S. D. (2011). Prospective elementary teachers develop improved number sense in reasoning about fraction magnitude. In L. R. Wiest & T. Lamberg (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 559567). Reno, NV: University of Reno. Nickerson, S. D. & Rasmussen, C. (2010). Enculturation to Proof: A Pragmatic and Theoretical Investigation. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: The Ohio State University. Brown, C. & Nickerson, S. (2009). Modeling the Collective Inquiry Process in Mathematics Teacher Education. In S. L. Swars, D. W. Stinson, & S. LemonsSmith (Eds.), Proceedings of the thirtyfirst annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1074¬1082). Atlanta, Georgia: Georgia State University. Whitacre, I. & Nickerson, S. D. (2009). Measuring InquiryOriented Teaching in the
Context of TA Professional Development. Proceedings of the twelfth annual meeting of SIGMAA Research in Undergraduate Mathematics. http://www.rume.org/crume2009. Professional Associations 
Center for Research in Mathematics & Science Education
