
Office: Stevenson Hall 329C Hours: By appointment Phone: (309) 4387864Fax: (309) 4385866 email: tsmartin@ilstu.edu Mailing Address: 

Mathematics Content Courses MAT 211  Euclidean and NonEuclidean Geometry Elementary/Middle School Content MAT 204  Geometry for K8 Teachers MAT 207  Functions & Technology for K8 Teachers MAT 314  Concepts of Calculus for K8 Teachers Secondary School Methods and Student Teacher Supervision MAT 223  Introduction to Secondary Mathematics Education MAT 323  Mathematics Methods for the Secondary School MAT 324  Seminars for Student Teachers of Mathematics C&I 399.27  Supervision of Student Teachers Teacher Improvement Program MAT 429.31  Improving Student Understanding of Geometry Proofs MAT 429.31  Enhancing Students' Geometric Reasoning through Investigations, Projects and Technology Master's/Doctoral MAT 401  Current Research in School Mathematics MAT 583  Supervision of Professional Project MAT 585  Topics in Mathematics Education Seminar MAT 587  Issues and Trends in Secondary School Mathematics MAT 599  Supervision of Doctoral Dissertation 

"An Investigation of Pedagogical Factors Influencing Student Understanding of Geometric Proof." CoPrincipal Investigator with Dr. Sharon Soucy McCrone and Fiscal Agent. The purpose of the threeyear study is to develop an empirically grounded theoretical model that relates pedagogy to student understanding of geometric proofs. National Science Foundation. Award period: 4/01/00 5/31/04. Total amount of award: $409,372. 
Journal Articles

Martin, T. S., Cullen, C. J., &
Day, R. (2011).
What’s 2 got to do with it? Using dynamic geometry
environments to find surprising results and
motivate proof. New England
Mathematics Journal (Focus
Issue: Exploring the Richness of Geometry via
Technology). (Invited
submission), 43,
4962. Martin,
T. S., &
Speer, W. R. (2009). Mathematics teaching today.
Teaching Children Mathematics, 15
(7), 400403. Martin, T. S., McCrone, S. M. S., Bower, M. L., & Dindyal, J. (2005). The interplay of teacher and student actions in the teaching and learning of geometric proof. Educational Studies in Mathematics, 60 (1), 95124. Martin, T. S., & Day, R. (2004). Book review: “Understanding Calculus, Second Edition. H. S. Bear, 2003. Hoboken, NJ: John Wiley & Sons, Inc.” Mathematics Teacher, 97 (5), p. 382. McCrone, S. S., & Martin, T. S. (2004). Assessing high school students’ understanding of geometric proof. Canadian Journal of Science, Mathematics, and Technology Education, 4 (2), 223242. Martin, T. S., & McCrone, S. S. (2003). Classroom Factors Related to Geometric Proof Construction Ability. Mathematics Educator, 7 (1), 1831. Martin, T. S., Hunt, C. A., Lannin, J., Leonard, Jr., W., Marshall, G. L., & Wares, A. (2001). How reform secondary mathematics texts stack up against NCTM's principles & standards. Mathematics Teacher, 94 (7), 540545, 589. Martin, T. S., & Day, R. (2000). Performancebased assessment of secondary mathematics student teachers. Action in Teacher Education, 23 (3), 8695. Martin, T. (2000). Calculus students’ abilities to solve geometric related rate problems. Mathematics Education Research Journal, 12 (2), 7491. Martin, T. S. (2000). Book review: “African Fractals: Modern Computing and Indigenous Design. Ron Eglash. 1999. New Brunswick, NJ: Rutgers University Press.” Mathematics Teacher, 93 (2), 160161. Martin, T., & Johnson, A. (1995). Penrose tilings. New England Mathematics Journal, 27 (2), 2346. Martin, T. (1991). Fracturing our ideas about dimension. In C. Findell (Ed.), NCTM Student Math Notes (pp.14). Supplement to NCTM News Bulletin, 28 (2). 
Books & Book Chapters 
Martin, T. S., Lewis, G.,
Jain, D., & Day, R. (2010). Exploring the
teacher’s role in a
discourserich environment to promote proving
in the secondary school. In Brosnan, P.,
Erchick, D. B., & Flevares, L. (Eds.). Proceedings
of
the 32 annual meeting of the North American
Chapter of the International
Group for the Psychology of Mathematics
Education (pp. 829836). Columbus,
OH: The Ohio State University. Burke, M., Luebeck, J., Martin, T. S., McCrone. S., Piccolino, A., & Riley, K. (in production). Principles and standards for school mathematics Navigations series: Navigating through reasoning & proof in grades 912. Reston, VA: National Council of Teachers of Mathematics. National Council of Supervisors of Mathematics. (2008). The PRIME leadership framework: Principles and indicators for mathematics education leaders. Bloomington, IN: Solution Tree. (Writing team members: Don Balka, Laurie Boswell, John Carter, Linda Fulmore, Tim Kanold, Henry Kepner, Steve Leinwand, Miriam Leiva, Tami Martin, Ruth Miles, Suzanne Mitchell, Steve Viktora, and Gwen Zimmermann.) Martin, T. S., & Barker, D. (2007). Factors influencing the use of representations in the classroom. In Lamberg, T. & Wiest, L. R. (Eds.). (2007). Proceedings of the 29^{th} annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 346349). Stateline (Lake Tahoe), NV: University of Nevada, Reno. Martin, T. S. (Ed.) (2007). Mathematics teaching today: Improving practice, improving student learning, (2^{nd} ed.) (A revision of the Professional Standards for Teaching Mathematics). Reston, VA: National Council of Teachers of Mathematics. McCrone, S. M. S., & Martin, T. S. (2006). Going beyond the rules: Making sense of proof. In S. Alatorre, J. L. Cortina, M. Sáiz, & A. Méndez (Eds.) Proceedings of the 28^{th} Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 235236). Mérida, Mexico: Universidad Pedagógica Nacional. McCrone, S. S., & Martin, T. S. (2004). The impact of teacher actions on student proof schemes in geometry. In D. McDougall (Ed.), Proceedings of the 26^{th} annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 593602). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martin, T. S., & McCrone, S. S. (2003). The teaching and learning of geometric proof: An emerging theory. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 2003 joint meeting of the International Group for the Psychology of Mathematics Education and the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 244). Honolulu, HI: Center for Research and Development Group. Dossey, J. A., Jones, C. O., & Martin, T. S. (2002). Analyzing student responses in mathematics using twodigit rubrics. In D. F. Robitaille & A. E, Beaton (Eds.) Secondary Analysis of the TIMSS Results. Dordrecht, The Netherlands: Kluwer Academic Publishers. McCrone, S. S., Martin, T. S., Dindyal, J., & Wallace, M. L. (2002). An investigation of classroom factors that influence proof construction ability. In D. Mewborn (Ed.), Proceedings of the 24^{th} annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 17011712). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martin, T. S., & McCrone, S. S. (2001). Investigating the teaching and learning of proof: First year results. In R. Speiser (Ed.), Proceedings of the 23^{rd} annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 585594). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. McCrone, S. S., & Martin, T. S. (2000). Tools for investigating high school students’ understanding of geometric proof. In M. Fernandez (Ed.), Proceedings of the 22^{nd} annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 295299). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martin, T. S., & Day, R. (2000). Performancebased assessment of secondary mathematics student teachers. In M. Fernandez (Ed.), Proceedings of the 22^{nd} annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 579584). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martin, T. (1996). Firstyear calculus students' procedural and conceptual understandings of geometric related rate problems. In E. Jakubowski, D. Watkins, and H. Biske (Eds.), Proceedings of the 18^{th} annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 4752). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Martin, T. (1994). Investigation 7: What in the world are fractals? In F. R. Curcio and N. S. Bezuk (Eds.), Curriculum and evaluation standards for school mathematics addenda series, Grades 58: Understanding rational numbers and proportions (pp. 7689). Reston, VA: National Council of Teachers of Mathematics. Greenes, C., Chapin, S., Findell, C., Spungin, R.,
Johnson, A., & Martin, T. (1991 and 1992). Project
FOCUS. Seven modules designed for mathematics
remediation at the college level. Boston: Boston
University. 