Associate Professor Michelle Chamberlin

Michelle Chamberlin, Ph.D., Purdue University Professor of Mathematics Ross Hall 221 mchambe5@uwyo.edu | +1-307-766-4221 Research interests: Mathematics education

Education

Ph.D. Curriculum & Instruction with an Emphasis in Mathematics Education, Purdue University, 2002
M.S. Mathematics, Colorado State University, 1999
B.S. Mathematics, Colorado State University, 1997

About Dr. Chamberlin

Michelle T. Chamberlin is an Associate Professor of mathematics education in the Department of Mathematics and Statistics.  Her teaching responsibilities include mathematics classes for education majors and practicing teachers as well as graduate level mathematics education courses. Her various service activities include coordinating the mathematics classes for elementary education majors, leading the departmental assessment committee, and serving as an invited reviewer for various mathematics education journals.

She conducts research in mathematics teacher education.  Specifically, she examines ways to enhance the effectiveness of mathematics and educational learning experiences for prospective and practicing teachers. Some of her recent professional publications follow.

Representative publications

1. Chamberlin, M. T. (in press). Enhancing prospective teachers’ views of doing mathematics: Documenting and reflecting on mathematical investigations. Investigations in Mathematics Learning.

2. Chamberlin, M. T., & Candelaria, M. S. (2018). Learning from teaching teachers: A lesson experiment in area and volume with prospective teachers.  Mathematics Teacher Education and Development, 20(1), 86-111.

3. Chamberlin, M. T., Troudt, M. L., Nair, R., & Breitstein, A. (2015). The perspectives of teacher leaders on mathematics, learning, and teaching: Supporting reform-oriented instruction. National Council of Supervisors of Mathematics Journal of Mathematics Education Leadership, 16(1), 41-54.

4. Chamberlin, M. T. (2013). Prospective teachers’ perspectives on mathematics teaching and learning: Lens for interpreting experiences in a standards-based mathematics course. School Science and Mathematics, 113(8), 369-379.

5. Chamberlin, M. T. (2011). The potential of prospective teachers experiencing differentiated instruction in a mathematics course. International Electronic Journal of Mathematics Education, 6(3), 134-156.

6. Chamberlin, M. T., & Powers, R. A. (2010). The promise of differentiated instruction for enhancing the mathematical understandings of college students.Teaching Mathematics and Its Applications:  An International Journal of The Institute of Mathematics and Its Applications, 29(3), 113-139.