G124 Stone Building
Dr. Clark’s primary research interests lie in two fields, mathematics education and history of mathematics. In the former, her research investigates ways in which prospective and in-service mathematics teachers use history of mathematics in teaching and the ways in which the study of history of mathematics impacts mathematical knowledge for teaching, as well as the ways in which primary historical sources contribute to the ways in which students talk about and do mathematics. In the latter, her historical research is focused on 17th– and 18th– century mathematics, with a particular emphasis on the early development of logarithms, as well as the “shoebox papers” of the Paul A. M. Dirac Collection at Florida State University.
Dr. Clark’s current research efforts include the TRIUMPHS (Transforming Instruction in Undergraduate Mathematics via Primary Historical Sources). As part of this large grant project, she collaborates with Dr. Janet Barnett (Colorado State University-Pueblo) and FSU Mathematics Education graduate students to investigate the potential of engagement with primary historical sources for motivating undergraduate students to participate in and accept new mathematical discourses (e.g., using Sfard’s theory of mathematics as a discourse).
Dr. Clark is an active member of a variety of professional organizations, serves as a reviewer for a large number of academic journals, and is the Chair of the International Study Group on the Relations between the History and Pedagogy of Mathematics (HPM Group). She also serves the international HPM community as a member of organizing teams for history in mathematics education working/study groups at CERME, HPM, and ICME conferences.
Dr. Clark spent 12 years as a high school mathematics teacher, teaching in a variety of contexts (urban, gifted, and residential environments) in both Florida and Mississippi. She received her doctorate in Curriculum and Instruction (with an emphasis in Mathematics Education) from the University of Maryland, College Park in 2006, where she was a doctoral fellow at the Mid-Atlantic Center for Mathematics Teaching and Learning (MAC-MTL). Prior to her graduate work at Maryland, she spent one year on Capitol Hill as an Albert Einstein Distinguished Educator Fellow.
Dr. Clark’s research has been published in journals such as BSHM Bulletin: The Journal of the British Society of History of Mathematics, Research in Mathematics Education, Nordic Studies in Mathematics Education (NOMAD), and Educational Studies in Mathematics. Her book, Jost Bürgi’s Aritmetische und Geometrische Progress Tabulen (1620), was published by Birkhauser/Springer in 2015 (http://www.springer.com/us/book/9781493931606).
Barnett, J., Clark, K. M., Klyve, D., Lodder, J., Otero, D., Scoville, N., & White, D. (2017). A series of mini-projects from TRIUMPHS: Transforming Instruction in Undergraduate Mathematics via Primary Historical Sources. Convergence, 7 pages. Retrieved from https://www.maa.org/press/periodicals/convergence/a-series-of-mini-projects-from-triumphs-transforming-instruction-in-undergraduate-mathematics-via
Clark, K. M., & Harrington, E. P. (2016). The Paul A M Dirac papers at Florida State University: A search for informal mathematical investigations. British Society for the History of Mathematics Bulletin, 31(3), 205-214.
Witzke, I., Struve, H., Clark, K., & Stoffels, G. (2016). ÜberPro – A seminar constructed to confront the transition problem from school to university mathematics, based on epistemological and historical ideas of mathematics. MENON: Journal of Educational Research, 2nd Thematic Issue, 66-93. Retrieved from http://www.edu.uowm.gr/site/system/files/uberpro_-_a_seminar_constructe_scienc_en.pdf
Clark, K. M. (2014). History of mathematics in mathematics teacher education. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 755-791). Dordrecht: Springer Science+Business Media.
Clark, K., James, A., & Montelle, C. (2014). “We definitely wouldn’t be able to solve it all by ourselves, but together…”: group synergy in tertiary students’ problem-solving practices. Research in Mathematics Education, 16(3), 306-323. doi:10.1080/14794802.2014.950687
Smestad, B., Jankvist, U. T., & Clark, K. (2014). Teachers’ mathematical knowledge for teaching in relation to the inclusion of history of mathematics in teaching. Nordic Studies in Mathematics Education, 19(3-4), 169-183.
Clark, K. M. (2012). History of mathematics: illuminating understanding of school mathematics concepts for pre-service mathematics teachers. Educational Studies in Mathematics, 81(1), 67-84. doi:10.1007/s10649-011-9361-y
Clark, K. M. (2010). Connecting local history, ancient history, and mathematics: The Eustis Elementary School pilot project. British Society for the History of Mathematics Bulletin, 25(3), 132-143.