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Shiv Karunakaran Shiv Karunakaran

Assistant Professor in the Program in Mathematics Education (PRIME) and the Department of Mathematics

D320 Wells Hall, (517) 353-5025

Shiv Smith Karunakaran is an assistant professor of mathematics education. His research involves the study of how post-secondary students of mathematics and professional mathematicians learn and do mathematics. More specifically, he works in the area of the teaching, learning, and doing of mathematical proof and argumentation. He will primarily research the teaching (pedagogical strategies, curriculum development, and TA training) and learning of proof (the process of proving, student comprehension of various proof strategies such as mathematical induction) within the context of MTH 299, the introduction to proof course. Also, Shiv and his collaborators are currently working on developing and validating measures of neuro-cognitive load experienced as individuals prove mathematical statements.

Lisa Keller Lisa Keller

Academic Specialist and Assistant Director, PRIME

221 North Kedzie, (517) 432-5472

Lisa Keller is a specialist in the Program in Mathematics Education. She is involved in  recruiting and advising mathematics education doctoral students, and for a number of years supervised the mathematics content courses for prospective elementary teachers. She has an extensive background in teaching early undergraduate mathematics courses and content/methods courses for prospective elementary teachers.

Joe Krajcik Joe Krajcik

Director of CREATE for STEM Institute

115 Erickson, (517) 432-0816

Joseph Krajcik is director of the CREATE for STEM Institute and a faculty member in science education. A former high school chemistry and physical science teacher, Krajcik spent 21 years at the University of Michigan before coming to MSU in 2011. During his career, he has focused on working with science teachers to reform science teaching practices to promote students’ engagement in and learning of science. He was principal investigator on a National Science Foundation project that aims to design, develop and test the next generation of middle school curriculum materials to engage students in obtaining deep understandings of science content and practices. He is currently serving as head of the Physical Science Design Team to develop the Next Generation Science Standards. Krajcik, along with Professor Angela Calabrese Barton from MSU, serves as co-editor of the Journal of Research in Science Teaching. Krajcik has authored and co-authored curriculum materials, books, software and over 100 manuscripts, and makes frequent presentations at international, national and regional conferences. He is a fellow of the American Association for the Advancement of Science and has served as president of the National Association for Research in Science Teaching (NARST), from which he received the Distinguished Contributions to Science Education Through Research Award in 2010.

Glenda Lappan, Professor Emerita Glenda Lappan, Professor Emerita

University Distinguished Professor in the Program in Mathematics Education (PRIME)

Glenda Lappan, retired in May 2014, is a University Distinguished Professor in the Program in Mathematics Education. Her research and development interests are in the connected areas of students’ learning of mathematics and mathematics teachers’ professional growth and change at the middle and secondary levels. She is also a co-author of the Connected Mathematics Project and Co-director for the Center for the Study of Mathematics Curriculum (CSMC).

Raven McCrory, Emerita Raven McCrory, Emerita

Associate Professor in the Department of Teacher Education

Raven McCrory, retired in August 2015, is an associate professor of teacher education with interests in teacher knowledge and teacher learning, particularly in mathematics and technology. Her research involves studying the mathematical education of teachers and exploring the knowledge needed for teaching K-12 mathematics. She is also interested in understanding the impact of textbooks on opportunities to learn; how teachers use resources including textbooks and digital technologies in their teaching; and how people teach and learn online.

Vincent Melfi Vincent Melfi
Associate Professor in the Department of Statistics and Probability

C421 Wells, (517) 432-3384

Vince Melfi is an Associate Professor in the Department of Statistics and Probability.  His research interests include quantitative literacy, statistics education, and adaptive designs in clinical trials. He is a co-investigator on the Realizing the Vision: Quantitative Literacy project.

Elizabeth Phillips Elizabeth Phillips

Senior Academic Specialist in the Program in Mathematics Education (PRIME)

C717 Wells, (517) 353-3835

Betty Phillips is a senior academic specialist in the Program in Mathematics Education. She is interested in curriculum design and development using design-based research methodologies and the role of curriculum in the teaching and learning processes. She is an author of the Connected Mathematics Project (CMP) which is a problem-centered mathematics curriculum for middle school teachers and students. Its overarching goal is to help students and teachers develop mathematical knowledge, understanding, and skill along with an awareness of and appreciation for the rich connections among mathematical strands and between mathematics and other disciplines. Current research projects related to CMP are the Arc of Learning, Student Work as a Context for Student Learning, and Formative Assessment.  She is also a Principle Investigator for two recent National Science Foundation Research grants that investigate the efforts to promote middle school mathematics learning and engagement with digital curriculum resources.  

Ralph Putnam Ralph Putnam

Associate Professor in the Department of Counseling, Educational Psychology and Special Education (CEPSE) & the Program in Mathematics Education (PRIME)

Director of PRIME and Mathematics Education Graduate Program

Office in PRIME, 210 North Kedzie, (517) 884-3475

Ralph Putnam is an associate professor of educational psychology. He is also the Graduate Director of the Mathematics Education doctoral program, and Director of PRIME. His research focuses on the cognitively oriented study of classroom teaching and learning and role of technology in learning. His recent research has examined the teaching and learning of mathematics in elementary school classrooms, especially the knowledge and beliefs of teachers as they teach mathematics for understanding and the different ways that students learn about mathematics from various kinds of instruction.

Sharon Senk, Emerita Sharon Senk, Emerita
Professor Emerita in the Department of Mathematics & the Program in Mathematics Education (PRIME)

224 North Kedzie, (517) 884-3479

Sharon Senk is a Professor Emerita in the Mathematics Department and the Program in Mathematics Education, retired in Spring 2015. However, she is still working part-time through 2016. Her primary research interests are the learning and teaching of secondary school mathematics, the nature of assessment in high school mathematics classrooms, and the mathematical preparation of elementary and secondary teachers. She currently is the Principal Investigator (PI) of a Collaborative Research Project with Yukiko Maeda and Jill Newton at Purdue University called Preparing to Teach Algebra: A Study of Teacher Education. She also serves as Co-PI of the Teacher Education Study in Mathematics (TEDS-M) and as a Consultant on Evaluation to the Secondary Component of the University of Chicago School Mathematics Project (UCSMP).

Jack Smith Jack Smith

Professor in the Department of Counseling, Educational Psychology and Special Education (CEPSE)

512 Erickson, (517) 353-6397

John (Jack) P. Smith is a professor of educational psychology. His research concerns the nature of people’s knowledge and learning of mathematics as evidenced in school and other settings. His other interests include the relation of epistemology to learning, the role of intuitive understanding in learning mathematics and science, the design of advanced technology for learning mathematics, and the nature of teaching mathematics.