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  • Dr. Kathy Clark

    Associate Professor

    G124 Stone Building

    (850) 644-8497

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  • Dr. Clark has two primary research interests: history of mathematics in mathematics education and the transition from school to university 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, she has begun to investigate the affective and emotional factors impacting and resulting from the secondary-tertiary transition of mathematics majors, with a special interest in conducting praxeological analyses (as a tool from the Anthropological Theory of the Didactic, or ATD) of students’ experience to inform institutional change.

    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 (in the form of primary historical projects, or PSPs) for motivating undergraduate students to participate in and accept new mathematical discourses (e.g., using Sfard’s commognitive theory). She is also interested in how implementation of PSPs in undergraduate mathematics classrooms represent mathematical transgressions on the part of instructors, and how students identify transgressive acts which may point evidence of student growth as a result of experiences with PSPs.

    Dr. Clark is an active member of a variety of professional organizations and serves as a reviewer for a large number of academic journals. From 2016-2020, she serves as the Chair of the International Study Group on the Relations between the History and Pedagogy of Mathematics (HPM Group). She is also active in 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 Journal of Mathematics Teacher Education, BSHM Bulletin: The Journal of the British Society of History of MathematicsResearch in Mathematics EducationMathematica Didactica, International Journal of Science and Mathematics Education, and Educational Studies in Mathematics.

     

    Selected Publications

     

    Jankvist, U. T., Clark, K. M., & Mosvold, R. (2019). Developing mathematical knowledge for teaching teachers: Potentials of history of mathematics in teacher educator training. Journal of Mathematics Teacher Education, Online First, 1–22. doi:10.1007/s10857-018-09424-x

    Clark, K. M. (2019). Examining students’ secondary-tertiary transition: Influences of history, disposition, and disciplinary engagement. In J. Monaghan, E. Nardi, & T. Dreyfus (Eds.), Calculus in upper secondary and beginning university mathematics (pp. 30–33). Kristiansand, Norway: Centre for Research, Innovation and Coordination of Mathematics Teaching. Retrieved from https://matric-calculus.sciencesconf.org/

    Clark, K. M., Kjeldsen, T. H., Schorcht, S., & Tzanakis, C. (2019). History of mathematics in mathematics education – An overview. Mathematica Didactica, 42(1), Online First, 26 pages. Retrieved from http://www.mathematica-didactica.com/Pub/md_2019/md_2019_Clark_Kjeldsen_Schorcht_Tzanakis-1.pdf

    Clark, K. M., Kjeldsen, T. H., Schorcht, S., & Tzanakis, C. (Eds.). (2018). Mathematics, education and history: Towards a harmonious partnership [ICME-13 Monographs]. Cham, Switzerland: Springer. doi:10.1007/978-3-319-73924-3

    Can, C., Barnett, J. H., & Clark, K. M. (2018). Investigating students’ meta-level object-reflections and discourse-reflections: The provocative power of primary historical sources. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 1432–1437). San Diego, CA.

    Clark, K. (2015). Jost Bürgis Aritmetische und Geometrische Progress Tabulen (1620): Edition and commentary. Basel: Birkhäuser. doi:10.1007/978-1-4939-3161-3

    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. M. (2012). History of mathematics: illuminating understanding of school mathematics concepts for pre-service mathematics teachers. Educational Studies in Mathematics81(1), 67–84. doi:10.1007/s10649-011-9361-y