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I have been working in the area of teacher preparation for the
last 19 years. I have taught mathematics methods courses for preservice
elementary education majors and similar courses for inservice teachers at the
graduate level. I started my career as a Title I mathematics teacher in a K-6
setting and have taught mathematics to students at the middle-school level, as
well as adults in the General College at the University of Minnesota.
As a member of the Rational Number Project (RNP)
team, my early research interests focused on the teaching and
learning of rational numbers and proportionality for children in
grades 4–8. RNP publications addressing
fraction and proportionality learning can be accessed at
www.cehd.umn.edu/rationalnumberproject.
My most recent research involves investigating
fraction learning among fourth and fifth graders who have used
Standards – based curricula. I am looking to see if the fraction
goals articulated in National Mathematics Standards are being met
with these new curricula. This research is done in cooperation
with mathematics educators at the University of Illinois-Chicago.
Regular courses taught
MTHE 3101 and MTHE 3102: Mathematics and Pedagogy for Elementary Teachers Courses I and II
Selected publications
Cramer, K., & Wyberg, T. (in press). When
getting the right answers is not always enough. In M. Strutchens &
W. G. Martin (Ed.s). The learning of mathematics 2007 National
Council of Teachers of Mathematics Yearbook. Reston, VA: NCTM.
Rachlin, S., Cramer, K., Finseth, C., Foreman,
L., Geary, D., Leavitt, S., & Smith, M. (2006). Navigating
through number in grades 6-8. Reston, Va.: National Council of
Teachers of Mathematics.
Cramer, K. (2004). Facilitating teachers’ growth
in content knowledge. In R. Rubenstein (Ed.), Implementing the
teacher principle: 2004 yearbook. Reston, VA: National Council
of Teachers of Mathematics.
Cramer,K., Post, T., & delMas, R. (2002).
Initial fraction learning by fourth- and fifth-grade students: A
comparison of the effects of using commercial curricula with the
effects of using the Rational Number Project curriculum. Journal
for Research in Mathematics Education, 33 (2), 111-144.
Cramer, K. (2003). Using a translation model for
curriculum development and classroom instruction. In R. Lesh & H.
Doerr (Eds.), Beyond Constructivism: Models and modeling
perspectives on mathematics problem solving, learning, and teaching
(pp.449 - 464 ). Mahwah, N.J.: Lawrence Erlbaum Associates.
Featured research and outreach
Revised October 2006
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