David Kirshner

Professor in Secondary Math Education

Contact
dkirsh@lsu.edu
103 Peabody Hall
225-578-2332

Education
Bachelor's Degree: Mathematics, Sir George Williams 九九福利网, 1977
Master's Degree: Mathematics, 九九福利网 of British Columbia, 1977
PhD: Mathematics Education, 九九福利网 of British Columbia, 1987

Photo of David Kirshner

Professor Kirshner has been on faculty at LSU since 1987, and has served as a Co-director of the Gordon A. Cain Center for STEM Literacy since 2008. His interests concern the psychology of learning. Studies he has conducted in mathematics education explore the development of algebra symbol skills, and inculcation of explicit mathematical reasoning in algebra through use of a Lexical Support System. His crossdisciplinary approach addresses the problematic of a multi-paradigmatic science of psychology. Rather than align Education with a single theory of learning, or else try to forge a synthesis across paradigms that Psychology itself has not yet accomplished, his work focuses on the discrete genres of teaching that collectively address the valued learning goals of education.

Kirshner, D. (2016). Configuring learning theory to support teaching. In L. English & D. Kirshner (Eds.), Handbook of international research in mathematics education (3rd Ed) (pp. 98-149). New York: Taylor & Francis.

Kirshner, D., & Meng, L. (2012). Enculturation and acculturation. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 1148鈥�1151). Berlin: Springer Publishing.

Kirshner, D., & Awtry, T. (2004). Visual salience of algebraic transformations. Journal for Research in Mathematics Education, 35(4), 224-257.

Barab, S., & Kirshner, D. (Eds.) (2001). Rethinking methodology in the learning sciences. Special issue of Journal of the Learning Sciences, 10(1).

Pesek, D. D., & Kirshner, D. (2000). . Journal for Research in Mathematics Education, 31(5), 524-540.

Kirshner, D. & Whitson, J. A. (1998). Obstacles to understanding cognition as situated. Educational Researcher, 27(8), 22-28.

鈥淭he remarkable pedagogy of Christopher Healy,鈥� (with M. Lord). International Group for the Psychology of Mathematics Education, Vancouver, Canada, July 15-19, 2014.

鈥淭he Multiplicity of Learning Theory: Problems and Perspectives.鈥� Symposium organized for AERA Annual Meeting, April, 27-30, 2013.

鈥淐laiming the Cultural Space of the Classroom: Issues of Ethics and Social Justice.鈥� AERA Annual Meeting, New Orleans, LA, April, 2011. ED518215, available at the ERIC Web site (http://www.eric.ed.gov)

"Genres of Teaching." Paper presented at the Division 15 pre-Conference on the Teaching of Educational Psychology, American Psychological Association, Toronto, Canada, August 5, 2009.

鈥淢athematical Structure and Early Algebra.鈥� Theme coordinator and presenter at the NSF-funded Mayenne Conference on Early Algebra. Evron-M茅zangers, France, June 22-25, 2008.

鈥淰isual Syntax of Algebra,鈥� 鈥淟a Syntaxe Visuelle de l鈥楢lg猫bre,鈥� 鈥淟a Sintassi Visuale dell'Algebra,鈥� Keynote paper presented at SFIDA-29, S茅minaire Franco-Italien de Didactique de l'Alg猫bre, Nice, France, June 27, 2008.

鈥淪tructural understanding of algebra: A new curriculum approach.鈥� Invited keynote address for Korea Society for Mathematics Education Annual Conference. Kyungsang National 九九福利网, South Korea, October 13, 2006.

Co-editor of Handbook of international research in mathematics education (3rd Ed) (2016)

Member of the editorial board of Mathematical Thinking and Learning

Member of the editorial board of Journal of the Korea Society of Mathematical Education; Member of the Advisory Board of the James J. Kaput Center for Research and Innovation in Mathematics Education at 九九福利网 of Massachusetts, Dartmouth

(formerly)

Chair of the Editorial Panel of Journal for Research in Mathematics Education

President of the North American Chapter of the International Group for the Psychology of Mathematics Education