Strickland, Sharon
Contact Information
Sharon Strickland, Ph.D.
Associate Professor
Research Interest

Dr. Strickland received her PhD in Curriculum, Teaching, and Educational Policy (concentration in mathematics education) from Michigan State University. She also acts as Faculty in Residence for Residential College where she works closely with a cohort of freshman. In additional to teaching for the university, she has developed and led a wide range of contentoriented professional development workshops for school districts across the nation and for Mathworks. Dr. Strickland's current research focuses on the role of discourse in classrooms, particularly how teachers respond to students' mathematical thinking. Other areas of interest include preparing future teachers, mathematics majors learning to prove as they transition to upper level coursework, as well as everyone learning more geometry.
Selected Publications:
 Milewski, A., Strickland, S. (2016). (Toward) Developing a common language for describing instructional practices of responding: A teachergenerated framework. Mathematics Teacher Educator.
 Strickland, S. (2016). Who counts as a Mathematician? In White, D.Y., Crespo, S., & Civil, M. (Eds.), Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms. Reston NJ, National Council of Teachers of Mathematics.
 Sorto, M. A., Jiang Z., White, A., Strickland, S. (2015). An observational protocol measuring secondary teachersâ€™ implementation of dynamic geometry approach. Mathematics Teaching â€“ Research Journal, 7(4).
 Strickland, S., Rand, B. (in press). Learning proofs via composition instruction techniques. In Beyond Lecture: Techniques to Improve Student ProofWriting Across the Curriculum. Mathematical Association of America.
 Warshauer, H., Strickland, S., Hickman, L., & Namakshi, N. (2014). Relating Preservice Teacher Noticing with Mathematical Knowledge for Teaching. In S. Oesterle, C. Nicol, & P. Liljedahl, D. Allan. (Eds.). Proceedings of the Joint Meeting of PME 38 and PMENA 36 (Vol 6). Vancouver, Canada: PME.
 Strickland, S., Rand, B. (2012). Improving Undergraduates Novice ProofWriting: Investigating the Use of Multiple Drafts. Proceedings of the 15^{th} Annual Conference on Research in Undergraduate Mathematics Education.
 Warshauer, M., White, A., Warshauer, H., Strickland, S., Sorto, A., McCabe, T. (2010). Supporting promising mathematics students: An issue of equity. The Peak in the Middle: Developing Mathematically Gifted Students in the Middle Grades. National Council of Teachers of Mathematics; Reston VA.
 Strickland, S. (2008). Proofs, purposes, and participation in undergraduate mathematics. Proceedings for the eleventh special interest group of the Mathematical Association of America on Research in Undergraduate Mathematics Education. San DiegoMission Valley, California.
 Star, J.R., Strickland, S.K. (2008). Learning to observe: Using video to improve preservice teachers' ability to notice. Journal of Mathematics Teacher Education, 11, 107125.
 Star, J.R., Strickland, S., Hawkins, A. (2008). What is mathematical literacy? Exploring the relationship between literacy and content learning in middle and high school mathematics. In M. Conley, J. Freidhoff, M. Sherry, S. Tuckey (Eds.), Adolescent literacy policy and instruction: The research we have and the research we need (pp. 104112). New York: Guilford.
 Strickland, S. (2004). Listening to student understanding: Preservice teachers' difficulties. In D. E. McDougall & J. A. Ross (Eds.), Proceedings of the twentysixth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 1298). Toronto: University of Toronto.