Nicholas Johnson, Ph.D.
Associate Professor
School of Teacher Education
SDSU
Primary Email: [email protected]
Phone/Fax
Primary Phone: 619-594-0352
Building/Location
Lamden Hall - 207A
Mail Code: 1153
Bio
Nick Johnson is an assistant professor in the School of Teacher Education at San Diego State University. His work focuses on how people learn and on how classroom interactions position students as capable knowers and doers of mathematics. He is especially interested in how teachers’ understandings of children’s mathematical thinking can open opportunities to recognize children’s strengths and broaden what counts as competence. Nick earned his PhD in Education in the division of Urban Schooling at UCLA. He is a former elementary school teacher, instructional coach, and county office coordinator, and is co-author of Young Children’s Mathematics: Cognitively Guided Instruction in Early Childhood Education.
Education
Ph.D. in Education, University of California, Los Angeles
Research
Current Projects
- CAREER: Investigating Young Children's Opportunities to Learn Mathematics in Early Childhood Classrooms
National Science Foundation - Rethinking Mathematics Classroom Observations: Connecting Interactions, Student Outcomes, and Teacher Practice
National Science Foundation
Past Projects
- DREME | TE: Early Math Resources for Teacher Educators
Heising-Simons Foundation - Investigating the Affordances of Practice-Based, Field-Based Methods Courses to Foster Generative Learning
California Teacher Education Research and Improvement Network - Expanding Competence: Creating Space for Students to Engage with Each Other’s Mathematical Ideas
National Academy of Education / Spencer Dissertation Fellowship
Publications
- Johnson, N. C., Franke M. L., Webb N. M., Ing M., Burnheimer E. C., Zimmerman J. (2023). “What do you think she’s going to do next?” Irresolution and ambiguity as resources for collective engagement. Cognition and Instruction, 41(3), 348-380. https://doi.org/10.1080/07370008.2022.2129641
- Johnson, N. C., Franke, M. L., & Turrou, A. C. (2022). Making competence explicit: Helping students take up opportunities to engage in math together. Teachers College Record, 124(11), 117-152. https://doi-org/10.1177/01614681221139532
- Turrou, A. C., Johnson, N. C., & Franke, M. L. (2021). The young child and mathematics (3 rd ed). National Association for the Education of Young Children.
- Stipek, D. J. & Johnson, N. C. (2020). Developmentally appropriate practice in early childhood education redefined: The case of math. In S. Ryan, M. E. Graue, V. Gadsen, & F. Levine (Eds.), Advancing knowledge and building capacity for early childhood research (pp. 35-53). American Educational Research Association.
- Johnson, N. C., Turrou, A. C., McMillan, B. G., Raygoza, M. C., & Franke, M. L. (2019). “Can you help me count these pennies?”: Surfacing preschoolers’ understandings of counting. Mathematical Thinking and Learning, 21(4), 237-264.
https://doi.org/10.1080/10986065.2019.1588206 - Webb, N. M., Franke, M. L., Ing, M., Turrou, A. C., Johnson, N. C., & Zimmerman, J. (2019). Teacher practices that promote productive dialogue and learning in mathematics classrooms.
International Journal of Educational Research, 97, 176–186. https://doi.org/10.1016/j.ijer.2017.07.009 - Johnson, N. C. & Gaxiola, N. (2018). Preschool connections. In M. L. Franke, E. Kazemi, & A. C. Turrou (Eds.), Choral counting and counting collections: Transforming the preK-5 math classroom (pp. 141–158). Stenhouse.
- Turrou, A. C., Franke, M. L., & Johnson, N. C. (2017). Choral counting. Teaching Children Mathematics, (24)2, 129–135.
- Carpenter, T. P., Franke, M. L., Johnson, N. C., Turrou, A. C., & Wager, A. A. (2017). Young children’s mathematics: Cognitively guided instruction in early childhood education. Heinemann.
https://www.heinemann.com/products/e07812.aspx