Recent and forthcoming publications: In my line of research on students' voices, I published an article about promoting productive dispositions among middle grade students during small group work in mathematics classrooms in the Middle Grades Research Journal in January 2012.
An article describing and characterizing the nature of learning that high school students can experience when moving from a reform mathematics program in their middle school into a traditional mathematics program in their high school will be published at the end of 2012 in Mathematical Thinking and Learning. I am the first author of this collaborative piece. We discuss two types of learning related to changes in students' identities and beliefs about mathematics learning, as informed by research on boundary crossing. [Jansen, A., Herbel-Eisenmann, B., & Smith, J. P. III. (in press, 2012). Detecting studentsí experiences of discontinuities between middle school and high school mathematics programs: Learning during boundary crossing. To appear in Mathematical Thinking and Learning, 14(4)]
Motivation Matters and Interest Counts. This is a book for mathematics teachers about motivational principles to understand the nature of students' motivation to learn mathematics and instructional principles that motivate and engage mathematics learners. It was published in April 2011.
Brief research interest description: I am curious about students' socio-emotional experiences in mathematics classrooms. In my research, I investigate studentsí participation, engagement, and motivation in various classroom discourse structures. The purpose of this work is to represent studentsí voices about their experience and to reflect upon how mathematics teachers can use these studentsí voices to create classrooms that engage more of their students.
Students' voices. I began this line of research by studying seventh grade students' motivational beliefs about participating in whole-class discussions (Jansen, 2006) [published in the Elementary School Journal] and investigating how these seventh grade students' beliefs about participating related to how they participated in whole-class discussions (Jansen, 2008) [published in Mathematical Thinking and Learning]. (In 2009, I received the Early Career Publication Award from the American Educational Research Association's Special Interest Group for Research in Mathematics Education for this publication.) To extend this work, I have analyzed sixth grade students' perspectives on participating in small group work during mathematics class [chapter in NCTMís 2011 Yearbook on Motivation and Disposition, article published in the Middle Grades Research Journal]. I conducted this study through a partnership with the University of Delaware's Mathematics and Science Education Resource Center. Additionally, I have studied prospective teachers' motivations for participating in whole-class discussions during mathematics content courses for elementary school teachers (Jansen, 2009) [published in Educational Studies in Mathematics].
In some of this work, I have examined connections between adolescent development and studentsí experiences in mathematics classrooms. For instance, I have analyzed the fits (or mismatches) students encountered with their new mathematics classroom environments as they moved from a middle school that used reform mathematics curriculum materials into a high school that used more traditional mathematics texts (Jansen, Herbel-Eisenmann, & Smith, under review), as a researcher with the Mathematical Transitions Project [MTP] (funded by the National Science Foundation). [Additional work that I have conducted with MTP includes an analysis of secondary students' epistemological conceptions in contrasting curricular contexts (Star & Hoffmann, 2005) [published in The Mathematics Educator], and we also investigated what secondary and undergraduate students noticed as different between traditional and reform mathematics programs (Star, Smith, & Jansen, 2008) [published in the Journal for Research in Mathematics Education].] I have drawn on perspectives from adolescent development when interpreting some of my research on studentsí participation in mathematics classrooms (Jansen, 2006, 2008) as well.
Teachers' reflective thinking skills. In my other line of research, I study prospective and novice teachersí reflective thinking skills, which support their efforts to learn from their own practice. I have investigated novice middle school mathematics teachers' (graduates of our teacher education program) evaluations of the effectiveness of their own teaching (Jansen & Webel, in progress). This project was supported by a General University Research program grant at the University of Delaware. I am continuing to study graduates of our mathematics education pre-service teacher education program as a member of a collaborative research project, funded by a REESE grant through the NSF. Additionally, I have analyzed prospective teachers' reflective thinking skills, specifically how they described their students' thinking and analyzed their teaching after they taught a mathematics lesson in their field placement (Jansen & Spitzer, 2009) [published in the Journal of Mathematics Teacher Education]. Also, I have contributed to two collaboratively written theoretical articles that are a part of this line of research. In one of the articles, we described a framework for teacher education programs that aims to help prospective teachers learn how to teach through studying teaching (Hiebert, Morris, Berk, & Jansen, 2007) [published in the Journal of Teacher Education], and, in the other article, we discussed the role of targeted and shared learning goals in developing a knowledge base for elementary mathematics teacher education (Jansen, Bartell, & Berk, 2009) [published in the Elementary School Journal]. My research in the area of mathematics teacher education has been supported by the Mid-Atlantic Center for Mathematics Teaching and Learning, which is funded by the National Science Foundation.
Additional publications are listed on my C.V.