Martin Simon's current research focuses on understanding the process by which students develop mathematical concepts through their mathematical activity, and how such learning can be fostered. Simon has also done extensive research on the development of mathematics teachers as they learn to teach mathematics with a conceptual focus. Simon has served as a professor of mathematics education at Penn State University and director of the Summer Math for Teachers program at Mount Holyoke College. He has served as principal investigator on five National Science Foundation projects, and was awarded the Distinguished Research Award by the Association of Teacher Educators in 2000, and a Career Achievement Award by the Penn State University College of Education in 2001. He earned his doctorate in mathematics education from the University of Massachusetts at Amherst in 1986.
Simon's most recent project, Measurement Approach to Rational Numbers (MARN), continued his research on how students learn mathematical concepts, while developing and researching an approach to teaching fractions and ratios building on measurement concepts.
- Kara, M., Simon, M. A., & Placa, N. (in press). An empirically-based trajectory for fostering abstraction of equivalent fraction concepts: A study of Learning Through Activity.Journal of Mathematical Behavior.
- Simon, M. A. (in press). An emerging methodology for studying mathematics concept learning and instructional design.Journal of Mathematical Behavior.
- Simon, M. A., Kara, M., Norton, A., & Placa, N. (in press). Fostering construction of a meaning for multiplication that subsumes whole-number and fraction multiplication: A study of the Learning Through Activity Research Program.Journal of Mathematical Behavior.
- Simon, M. A., Kara, M., Placa, N., (in press). Promoting reinvention of a multiplication of fractions algorithm: A study of the Learning Through Activity Research Program.Journal of Mathematical Behavior.
- Simon, M. A., Kara, M., Placa, N., & Avitzur, A. (in press). Towards an integrated theory of mathematics conceptual learning and instructional design: The Learning Through Activity theoretical framework.Journal of Mathematical Behavior.
- Simon, M. A., Placa, N., Avitzur, A., & Kara, M. (in press). Promoting a Concept of Fraction-As-Measure: A Study of Learning Through Activity. Journal of Mathematical Behavior.
- Simon, M. A., Placa, N., Kara, M., & Avitzur, A. (in press). Empirically-based hypothetical learning trajectories for fraction concepts: Products of the Learning Through Activity research program.Journal of Mathematical Behavior.
- Simon, M.A. (2017). Explicatingmathematical concept and mathematical conceptionas theoretical constructs. Educational Studies in Mathematics, 94(2), 117-137.
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