Randy Philipp, Ph.D.
Randy grew up in the San Fernando Valley in California, where I earned a degree in mathematics and then a fifth year single-subject teaching credential in mathematics. I worked my way through college "busting tires" at Sears, and in my spare time I taught CPR courses for the American National Red Cross and I served as a Big Brother of Greater Los Angeles. I spent the next two years as a Peace Corps Volunteer teaching mathematics at a junior high school and in a teacher training institute in Liberia, West Africa, where, while out for a run one afternoon in the bush, I decided I enjoyed working with prospective teachers even though I did not know what I was doing. I decided then to pursue a graduate degree in mathematics education. I returned to the U.S. and taught mathematics in an inner-city Los Angeles high school and then in Canyon Country, north of Los Angeles. While teaching, I worked on an M.S. degree in mathematics at night and I also served on a crisis intervention help-line. Upon finishing my M.S. degree, I married, moved to Wisconsin, and studied for my doctorate under the direction of Tom Carpenter.
- TE 910A: Teaching Mathematics in the Elementary School (Methods)
- TE 914: Teaching Mathematics in the Secondary School (Methods)
- TE 903: Secondary School Student Teaching Seminar
- TE 610A: Seminar in Mathematics Education -- Elementary School
- TE 613: Seminar in Mathematics Education -- Secondary School
- TE 511: Diagnosis and Remediation of Difficulties in Mathematics
- MathEd 603: Seminar in Research in Mathematics Learning and Instruction
- MathEd 604: Seminar in Curriculum and Evaluation issues in Mathematics
- MathEd 605: Research on the Teaching and Learning of Algebra
- ED 690: Procedures of Investigation and Report
- TE 600: Curriculum Development in Education
- TE 795A: Master's Seminar, I
- TE 795B: Master's Seminar, II
- MATH 210: Number Systems in Elementary Mathematics
- MathEd 212: Children's Mathematical Thinking
- Ph. D., Mathematics Education (Minor: Mathematics and Educational Psychology) University of Wisconsin-Madison
- M.S., B.A, Mathematics, Cal. State University-Northridge
- Single Subject Teaching Credential, Mathematics, Cal. State University-Northridge
- Whitacre, I., Bishop, J. P., Philipp, R. A., Lamb, L. L., Bagley, S., & Schappelle, B. P. (2015). ‘Negative of my money, positive of her money’: secondary students’ways of relating equations to a debt context. International Journal of Mathematical Education in Science and Technology, 46(2), 234 249. (http://dx.doi.org/10.1080/0020739X.2014.956822)
- Jacobs, V., Martin, H., Ambrose, R, & Philipp, R. A. (2014). Warning Signs: Recognize three common instructional moves that are generally followed bytaking over children’s thinking. Teaching Children Mathematics, 21(2), 107–113.
- Whitacre, I., Bishop, J. P., Philipp, R. A., Lamb, L. L., & Schappelle, B.
P. (2014). Dollars and Sense: Students’ Integer Perspectives. Mathematics Teaching in the Middle School, 20(2), 84–89.
- Philipp, R. A. (2014). Research on teachers’ focusing on children’s teaching inlearning to teach: Teacher noticing and learning trajectories. J. J. Lo, K. R. Leatham, and L. R. Van Zoest (Eds.), Research Trends in Mathematics Teacher Education. Springer.
- Bishop, J. P., Lamb, L. C., Philipp, R. A., Whitacre, I., & Schappelle, B.
P. (2014). Using Order to Reason About Negative Numbers: The Case of Violet. Educational Studies in Mathematics, 86(1), 39–59.
- Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., Schappelle, B. P., & Lewis., M. L. (2014). Obstacles and Affordances for Integer Reasoning: An Analysis of Children’s Thinking and the History of Mathematics. Journal for Research in Mathematics Education, 45(1), 19–61.
[The information on this page is provided by the user and is not to be construed as an official statement by San Diego State University. The user takes full responsibility for the information presented.]