Stephen Hegedus, Ph.D.
Graduate Student Advising
Completed Masters:
- Silas Coeliner. Analyzing Students' Van Hiele Levels of Geometric Thinking Using Sketchpad Software. Completed May 2005, University of Massachusetts Dartmouth.
- Donald Kessler. Word Problems and Metacognitive Thinking of Students in Pre-Calculus. Completed May 2006, University of Massachusetts Dartmouth.
- Cathleen Marchessault. Does Routine Professional Development Impact Teacher Beliefs? Completed May 2008, University of Massachusetts Dartmouth.
- Donald Joseph. Does the Fusion of the Abstract and Concrete Worlds Arising from a Dynamic Representation such as SimCalc MathWorlds® Impact e Student's Learning and Communication? Completed May 2008, University of Massachusetts Dartmouth.
- Julie Sunderland. Do Students' Beliefs Towards Mathematics Change Over Time While Using SimCalc MathWorlds®. Completed May 2008, University of Massachusetts Dartmouth.
- Therese Valente. Building Confidence Levels in Gender-Specific Groups Using Connected Software: An Ethnographic Approach to Finding Correlations Between Female Middel School Students and Confidence in Mathematics Through the Use of Technology. Completed May 2008, University of Massachusetts Dartmouth.
- Nicole Thuestad. Completed May 2011, University of Massachusetts Dartmouth.
- Jessica Cziska. The Role of Aesthetics in a Dynamic Geometry Environment. Completed May 2011, University of Massachusetts Dartmouth.
Completed Doctoral Students:
- Margie Dunn, Co-supervised with Dr Roberta Schorr, Rutgers University
In Progress Doctoral Students:
- Corey Brady. (successfully defended proposal) Developing Meaning Across Multiple Representations of Motion, University of Massachusetts Dartmouth
- Sara Dalton. (in proposal defense progress), University of Massachusetts Dartmouth
Research Funding
I am the Principal Investigator and proposer of all projects listed unless otherwise stated.
Current
Dynamic Haptic Geometry in Elementary and Undergraduate Classrooms, $570,258. National Science Foundation, REESE, #REC-0835395. July 1, 2009-June 30, 2012.
Democratizing Access to Core Mathematics Grades 9-12, $2,215,543. US Department of Education, IES Goal 2 (Development), Type A, #R305B070430. July 1, 2007-June 30, 2011.
Under Review
Developing Multimodal Environments for Early Learners in Mathematics, 1,424,041. US Department of Education, Goal 2 Development (Math & Science). Submitted September 2011. (co-PI, John Tapper, University of Hartford)
Postdoctoral Research Training Program at the Kaput Center, 639,361. US Department of Education, Postdoctoral Research Training Program. Submitted September 2011. (co-PI, Chandra Orrill, University of Massachusetts Dartmouth)
Developing Multimodal Environments to Enhance College Readiness Programs in Mathematics, 2,856,606. National Science Foundation, Discovery Research K-12. Submitted January 2012. (co-PI, Beste Gucler, University of Massachusetts Dartmouth)
Improving Math and Science Learning Through Multimodal Technologies in Science Museums, 2,835,551. National Science Foundation, Informal Science Education. Submitted January 2012. (co-PI, Amit Tandon, University of Massachusetts Dartmouth; Mark Smith, Ocean Explorium New Bedford Seaport; David Shaffer, University of Wisconsin Madison)
K-20 Regional STEM Education Partnership for the South Coast & Cape Region of Massachusetts, 7,499,255. National Science Foundation, Mathematics and Science Partnership. Submitted March 2012. (co-PI, Jay Wang, University of Massachusetts Dartmouth; Robert Baldwin, Fairhaven Public Schools)
Completed Grants
Co-PI: Working with Teachers and Leveraging Technology to Scale Opportunities to Learn More Complex and Conceptually Difficult Middle School Mathematics (Scaling Up SimCalc, Phase II), NSF REC-0437861, $927,177 (additional supplement of $31,533 received July 2009). September 1, 2004-February 28, 2010 (PI: Jeremy Roschelle, SRI International, CA)
Representation, Participation and Teaching in Connected Classrooms, $1,499,987. NSF ROLE REC-0337710. February 1, 2004-June 30, 2009
REU (Research Experience for Undergraduate) was awarded in May 2006 to supplement this work, $27,500. This funds two undergraduate research assistantships and some travel.
Symbolic Cognition in Advanced Mathematics, $99,950 with Gary Davis. NSF ROLE REC-0440100. March 2005-December 2007
Classroom Connectivity: Engaging Students' Minds, Enabling Teachers' Practice, $10,000. Faculty Professional Development Award. Office of the President, University of Massachusetts. July 2005 - June 2006.
Co-PI: Improving Mathematics Teaching Grades 4-8, $480,000 annually with C. Mars, Wareham/Carver Public Schools. Title IIB: Massachusetts Mathematics Science Partnership (MMSP) . January 2004 - August 2006.
Co-PI: Understanding Math Classroom Affordances of Networked Hand-Held Devices, $1,500,000. NSF ROLE REC-0087771, July 2000-January 2004.
Senior Personnel: Scaling Up SimCalc: Professional Development for Integrating Technology to Teach More Complex Mathematics (Phase 1), $997,608. Subcontract with SRI International, CA. NSF IERI Grant # REC 0228515, October 1, 2002-September 30, 2004. (PI: Jeremy Roschelle)
Chancellor's Committee on Innovation in Teaching, University of Massachusetts Dartmouth, $2900. August 2003-July 2004
Senior Personnel: Literacy and Content Required Here: Mandating Content Throughout Middle School Curriculum, January-December 2004. Education Department, UMass Dartmouth and Keith Middle School (PIs: Condon & Kruger)
Technological Infrastructure to support Mathematics Education in the local region, President?s Office, University of Massachusetts, $9000. September 2001-August 2002.
Internal grant to support a Mathematics Seminar Series, Center for Teaching and Learning, $8250. January 2001-December 2001.
Economics & Social Science Research Council (ESRC) Research Scholarship (Doctoral Studies) - 1 of 3 awards in UK, $50,000 (equivalent). October 1995-September 1998.
Research Fellowship. Economics & Social Science Research Council (ESRC), UK. $50,000 (equivalent). September 1998-September 1999
Short listed for fellowship under ESRC Teaching & Learning Initiative programme, $250,000 (equivalent) - 4 out of 92. January 2000.
Selection of Publications
Hegedus, S. (2009). Appreciating scientificity in qualitative research. In B. Sriraman & L. English (Eds). (2009) Advances in Mathematics Education. Theories of Mathematics Education: Seeking New Frontiers (pp. 381-394). New York: Springer.
Hegedus, S. (2009). Preface to Part VI: J. Pegg & D. Tall, The fundamental cycle of concept construction underlying various theoretical frameworks. In B. Sriraman & L. English (Eds.), Advances in Mathematics Education. Theories of Mathematics Education: Seeking New Frontiers (pp. 171-172). New York: Springer.
Hegedus, S. (2009). Preface to Part VII: L. Moreno-Armella & B. Sriraman, Symbols and mediation in mathematics education. In B. Sriraman & L. English (Eds). Advances in Mathematics Education. Theories of Mathematics Education: Seeking New Frontiers (pp. 211-212). New York: Springer.
Tapper, J., Hegedus, S., Dalton, S., Brookstein, A., & Beaton, D. (2009). Relationships between motivation and student pPerformance in a technology-rich classroom environment. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 185-193). Atlanta, GA: Georgia State University.
Hegedus, S., Moreno-Armella, L., Dalton, S., Brookstein, A. (2009). Establishing a longitudinal efficacy study using SimCalc MathWorlds®. In Proceedings of the 6th Congress of the European Society for Research in Mathematics Education (CERME) Conference, Lyon, France.
Hegedus, S., & Moreno-Armella, L. (2009). The transformative nature of "dynamic" educational technology. ZDM: The International Journal on Mathematics Education: Transforming Mathematics Education through the Use of Dynamic Mathematics Technologies, 41(4), 397-398.
Hegedus, S., & Moreno-Armella, L. (2009). Intersecting representation and communication infrastructures. ZDM: The International Journal on Mathematics Education: Transforming Mathematics Education through the Use of Dynamic Mathematics Technologies, 41(4), 399-412.
Moreno-Armella, L., & Hegedus, S. (2009). Co-action with digital technologies. ZDM: The International Journal on Mathematics Education: Transforming Mathematics Education through the Use of Dynamic Mathematics Technologies, 41(4), 505-519.
Hegedus, S., Dalton, S., Brookstein, A., Beaton, D., Moniz, R., Fishman, B., , Roschelle, J., & Penuel, W. (2009). Scaling Up SimCalc Project: Diffusion of a research-based innovation in terms of sustainability and spread. Technical Report #2. Fairhaven, MA: Kaput Center for Research and Innovation in STEM Education, University of Massachusetts Dartmouth.
Fishman, B., Penuel, W. Hegedus, S., Moniz, R., Dalton, S., Brookstein, A., Beaton, D., Tatar, D., Hickey, M., & Roschelle, J. (2009). What happens when the research ends? Factors related to the sustainability of a research-based innovation. Technical Report 04: Menlo Park, CA: SRI International.
Roschelle, J., Knudsen, J., & Hegedus, S. (2010). From new technological infrastructures to curricular activity systems: Advanced designs for teaching and learning. In I. Jacobsen & P. Reimann (Eds.), Design for learning environments of the future (Chapter 9). New York: Springer.
Hegedus, S. (2010). Appreciating scientificity in qualitative research. In B. Sriraman & L. English (Eds). Advances in mathematics education. Theories of mathematics education: Seeking new frontiers (pp. 381-394). New York: Springer.
Roschelle, J., Knudsen, J., & Hegedus, S. (2010). From new technological infrastructures to curricular activity systems: Advanced designs for teaching and learning. In M. J. Jacobsen & P. Reimann (Eds.), Designs for learning environments of the future (pp. 233-262). New York: Springer.
Hegedus, S., & Moreno-Armella, L. (2010). Accommodating the instrumental genesis framework within dynamic technological environments. For the Learning of Mathematics, 30(1), 26-31.
Roschelle, J., Shechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Empson, S., Knudsen, J. & Gallagher, L. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics: Three large-scale studies. American Educational Research Journal.
Berube, B., Hegedus, S., Orrill, C., & Tapper, J. (2010). Does the teacher matter when implementing a new technology and curriculum program? In M. M. F. Pinto & T. F. Kawasaki (Eds.), Proceedings of the 34th Conference of International Group for the Psychology of Mathematics Education (Vol. 2, pp. 209-216). Belo Horizonte, Brazil: PME.
Hegedus, S., Berube, B., & Moreno, L. (2010). Public and private dimensions in technology-rich classrooms. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd Annual Conference of North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 6, pp. 286-294). Columbus, OH: Ohio State University.
Hegedus, S., & Moreno-Armella, L. (2011). The emergence of mathematical structures. Educational Studies in Mathematics, 77(2-3), 369-388.
Hegedus, S., Dalton, S., Brookstein, A., Tapper, J, & Moniz, R. (2011). Measuring learning in SimCalc Algebra 1 classrooms. Technical Report #3. Fairhaven, MA: Kaput Center for Research and Innovation in STEM Education, University of Massachusetts Dartmouth.
Hegedus, S., Dalton, S., Brookstein, A., Tapper, J, & Moniz, R. (2011). Measuring student attitude in SimCalc classrooms. Technical Report #4. Fairhaven, MA: Kaput Center for Research and Innovation in STEM Education, University of Massachusetts Dartmouth.
Dalton, S., Hegedus, S., Brookstein, A., Moniz, R. & Tapper, J. (2011). Measuring learning in Algebra 2 classrooms. Technical Report Series #5. Fairhaven, MA: Kaput Center for Research and Innovation in STEM Education, University of Massachusetts Dartmouth.
Hegedus, S., Brookstein, A., Dalton, S., Roschelle, J., Penuel, W., & Fishman, B. (2011). How important are teachers in the diffusion of an educational innovation? In B. Ubuz (Ed.), Proceedings of the 35th annual meeting of the International Conference of the Psychology of Mathematics Education (Vol. 1, p. 313). Ankara, Turkey: Middle East Technical Institute.
Hegedus, S., Gúçler, B., Robidoux, R., & Burke, J. (2011). Examining expressive discourse in multi-modal technology environments. In L. R. Weist & T. Lamberg (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1989-1990). Reno, NV: University of Nevada.
To obtain a full curriculum vitae, please email Stephen Hegedus.
