Karen King
Karen D. King, Ph.D., recently served as a Program Director at the National Science Foundation in the Division of Elementary, Secondary, and Informal Education where she was primarily in the Teacher Professional Continuum (TPC) Program, but she also had responsibility for curriculum projects in Instructional Materials Development (IMD) (now combined under the Discovery Research K-12 program) and policy for the Education and Human Resources Directorate. She received her Ph.D. at the University of Maryland, where she conducted research on undergraduate teacher thinking. Her current research focuses on the mathematics preparation of elementary and secondary teachers, the role of mathematical knowledge for teaching in the mathematical integrity of reform mathematics lessons, and the policies of mathematics teacher professional development. She also served as the associate editor of the Journal for Research in Mathematics Education and was a member of the RAND Mathematics Study Panel, which made recommendations to the Department of Education about future research funding in mathematics education. She has just finished a 3 year term on the Research Committee of the National Council of Teachers of Mathematics and is a member of the Research Agenda Task Force of NCTM and the Association of Mathematics Teacher Educators.
Degrees Held
- Ph.D.
University of Maryland
1997
Education, Curriculum and Instruction - Mathematics Education
Publications
- Curriculum Vitae (view)
Editorial Boards
- 2000-2004: Journal for Research in Mathematics Education, Associate Editor
Research Interests
Mathematics Education Teacher Education and Professional Development Federal Education Policy
Research Grants
Teachers’ Use of Standards-Based Instructional Materials (PI; co-PIs, Carole Mulligan, Monica Mitchell of QEM Network, and May Samuels of Newark Public Schools), National Science Foundation, Division of Research on Learning in Formal and Informal Settings, $998,957, September 1, 2007-August 31, 2010.
CAREER: Examining the mutual construction of learning and teaching in university mathematics classrooms, National Science Foundation, Division of Research, Evaluation, and Communication, $500,000, August 1, 2001-July 31, 2008 (deferred during tenure at NSF).
POWRE: Technology Use in a Differential Equations Course, National Science Foundation, Division of Research, Evaluation, and Communication, $61,754, from Sep 1, 1999 to Feb 28, 2002