Holly Garrett Anthony, Ph.D.
Assistant Professor - Mathematics Education
|
| Bartoo Hall 205 |
| (931) 372-3854 |
Tennessee Technological University |
| Department of Curriculum and Instruction |
| Box 5042 |
| Cookeville, TN 38505 |
Courses Taught
CUED 6050 Readings in Curriculum
FOED 2010 Introduction to Teaching and Technology
SEED 4122 Methods and Materials of Teaching Mathematics
Scholarly Interests
Research interests bring interpretivist and poststructural theories to bear on a range of overlapping interests: mathematics teaching and curricula reform; ongoing professional development of teachers; qualitative research methodology; practices and conditions of teaching; integration of technology in mathematics teaching; and the implementation of context-based curricular materials.
Publications
Anthony, H. G., & Hackenberg, A. J. (in press). Making quilts without sewing: Investigating planar symmetries in southern quilts. Scheduled for publication in the Mathematics Teacher's 2005 Focus Issue on Human Dimensions of Mathematical Diversity. Quilt Project Website
Anthony, H. G. (2005). When am I ever going to use this? Teachers' instructional practices with contextual problems. Doctoral dissertation completed at the University of Georgia. To be abstracted in Dissertation Abstracts International.
Anthony, H. G. (in review). Responding to curricular calls and teaching with contextual problems: A look at teachers' practices. Submitted for chapter in research volume: Teachers' use of curriculum materials: Research perspectives on relationships between teachers and curriculum. Orrill, C. H., Anthony, H. G., & Recesso, A. (in review). Barriers and influences in the first year of standards-based mathematics curriculum use: Factors that impact teachers' attitudes and actions. Under review at Journal of Educational Change.
Orrill, C. H., Anthony, H. G., & Singleton, E. (in review). Connections and coherencies: A case study of reform mathematics implementation. Under second review at Cognition and Instruction.
Sztajn, P., Anthony, H. G., Chae, J., Erbas, A. K., Hembree, D., Keum, J., et al. (2004). NAEP, TIMSS and PISA: What can we learn? In P. Kloosterman & F. Lester (Eds.), The 1990 to 2000 mathematics assessments of the National Assessment of Educational Progress: Results and interpretations. Reston, VA: National Council of Teachers of Mathematics.
Anthony, H. G. (2002). Data Collection Using Calculator-Based Laboratories: How Can I Use CBLs to Gather Data For Examining Rates of Change? Online graduate course module developed for the Learning to Teach with Technology Studio. (http://ltts.indiana.edu/)
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