Lisa Clement Lamb
Ph.D., Mathematics Education, San Diego State University/University of California at San Diego
M.A. Mathematics, San Diego State University
B.S., Mathematics, College of William and Mary
I joined the faculty of San Diego State's School of Teacher
Education in Fall, 1998 as a mathematics educator. Previously I taught
high school mathematics at public schools in Virginia and California. My
research focuses on students' conceptions of integers and how to
support students' development of integers. In other efforts, I am
working with a CRMSE group to study teachers’ perspectives at different
years of participation in sustained professional development focused on
children’s mathematical thinking. We are studying teachers’ beliefs,
content understanding, and their noticing of classroom interactions (see
for more information). Previously I worked with a CRMSE group to
understand the effects of a Children’s Mathematical Thinking Experience
on PSTs’ beliefs and content knowledge (see http://www.sci.sdsu.edu/CRMSE /IMAP/main.html for more information).
Jacobs, V. R., Ambrose, R.C., Clement, L.C, & Brown, D. (2006)
Supporting Teacher Learning: Using Teacher-Produced Videotapes of
Student Interviews as Discussion Catalysts, Teaching Children Mathematics,12 (6) 276-279.
Lamb, L. & Thanheiser, E. (2006). Understanding integers: Using
balloons and weights software. In S. Alatorre, J.L. Cortina, M. Sáiz,
and A. Méndez (Eds), Proceedings of the 28th annual meeting of the
North American Chapter of the International Group for the Psychology of
Mathematics Education (Vol.2, pp. 163-164). Mérida, México: Universidad Pedagógica Nacional. Article retrieved on January 23, 2007 from http://www.pmena.org/2006/cd /ALGEBRAIC%20THINKING/ALGEBRAIC %20THINKING-0016.pdf
Clement, L., & Bernhard, J. (2005). A problem-solving alternative to using key words. Mathematics Teaching in the Middle School. 10, (7), 360-364.
Clement, L. (2005). A mathematics teacher’s transition toward
inquiry-based discourse in a course for prospective elementary teachers.
AMATYC Review, 26 (1).
Clement, L. (2004). A model for understanding, using, and connecting representations. Teaching Children Mathematics, 11 (2), 97-102.
Clement, L. (2004). Students’ strategies for finding the area of trapezoids. California Mathematics Communicator, 28 (3), 32-35.
Clement, L. (2004). Exploring students’ errors in university mathematics classes. Academic Exchange Quarterly, 8 (2), 231-235.
Ambrose, R., Clement, L., Philipp, R., & Chauvot, J. (2004). A
methodological approach for developing research rubrics to assess
elementary school teachers’ beliefs about mathematics and mathematics
learning. School, Science, and Mathematics, 104 (2), 56-69.
Clement, L., & Sowder, J. (2003). Making connections within,
among, and between unifying ideas in mathematics. In S.A. McGraw (Ed.), Integrated mathematics: Choices and challenges (pp. 59-72). Reston, VA: National Council of Teachers of Mathematics, Inc.
Clement, L., Chauvot, J., Philipp, R., & Ambrose, R. (2003). A method for developing rubrics for research purposes. In N. A. Pateman , B. J. Dougherty & J. T. Zilliox (Eds.), Proceedings of the 2003 Joint Meeting of PME and PMENA (Vol. 2, pp. 221-227). Honolulu, HI: CRDG, College of Education, University of Hawaii.
Ambrose, R., Philipp, R., Chauvot, J., & Clement, L. (2003). A
web-based survey to assess prospective elementary school teachers’
beliefs about mathematics and mathematics learning: An alternative to
Likert scales. In N. A. Pateman, B. J. Dougherty & J. T. Zilliox
(Eds.), Proceedings of the 2003 Joint Meeting of PME and PMENA (Vol. 2, pp. 33-39). Honolulu, HI: CRDG, College of Education, University of Hawaii.
Philipp, R. A., Thanheiser, E., & Clement, L. L. (2002). The
role of a children's mathematical thinking experience in the preparation
of prospective elementary school teachers. International Journal of Educational Research, 37, 195-210.
Clement, L. (2001). What do your students really know about functions? Mathematics Teacher, 94, 745-748.