Coordinator, Joint Doctoral Program (JDP) in Mathematics and Science Education
Ph.D. Mathematics Education, University of California at Berkeley, 1996
Current Research Projects
Lobato, J. (2003). How design experiments can inform a rethinking of transfer and vice versa. Educational Researcher, 32(1), 17-20.
Lobato, J., Ellis, A.B., & Mu–oz, R. (2003). How "focusing
phenomena" in the instructional environment afford students'
generalizations. Mathematical Thinking and Learning, 5(1), 1-36.
Lobato, J., & Ellis, A.B. (2002). The focusing effect of technology: Implications for teacher education. Journal of Technology and Teacher Education, 10(2), 297-314.
Lobato, J., & Ellis, A.B. (2002). An analysis of the teacher's
role in supporting students' connections between realistic situations
and conventional symbol systems. Mathematics Education Research Journal, 14(2), 99-120.
Lobato, J., & Siebert, D. (2002). Quantitative reasoning in a reconceived view of transfer. The Journal of Mathematical Behavior, 21(1), 87-116.
Lobato, J., & Thanheiser, E. (2002). Developing understanding
of ratio as measure as a foundation for slope, in B. Litwiller (Ed.), Making sense of fractions, ratios, and proportions: 2002 Yearbook (pp. 162-175). Reston, VA: National Council of Teachers of Mathematics.
- Graduate students
- Cooperating Teachers