David Klanderman


David Klanderman

Education

Doctor of Philosophy, Mathematical Sciences, 1996
Northern Illinois University, DeKalb, Illinois
Research Area:  Mathematics Education
Dissertation Advisor:  Dr. Helen Khoury
Title:  "Preservice Teachers' Levels of Understanding Variables and Functions Within Multiple Representational Modes"

Master of Science, Mathematics, 1993
Northern Illinois University, DeKalb, Illinois

Master of Science, Mathematics Education, 1990
Syracuse University, Syracuse, New York

Bachelor of Science, Mathematics, 1988
Calvin College, Grand Rapids, Michigan

Research and scholarship

Dave has many different scholarly interests. For the past three decades, he has collaborated with several lead researchers in mathematics education in the development of learning trajectories for length, area, and volume measurement. More recently, he has collaborated with other colleagues to explore the role of higher dimensions in young adult fantasy literature, the factors that motivate students to learn mathematics at the middle school, high school, and university levels, and the use of graphic novels in the teaching and learning of the STEM disciplines at the middle school, high school, and university levels.

Publications

Klanderman, D. (2021). Review of Francis Su’s Mathematics For Human Flourishing. Christian Scholar’s Review, L:3, 334-336.

Klanderman, D., Gliesmann, B., Klanderman, S., Wilkerson, J., and Eggleton, P. (2020). Factors that Motivate Students to Learn Mathematics. Proceedings of the 22nd Biennial Meeting of the Association of Christians in the Mathematical Sciences.  Volume 22. Wheaton, IL:  Association of Christians in the Mathematical Sciences, pp.75-88.

Eames, C., Barrett, J., Cullen, C., Klanderman, D., Rutherford, G., Van Dine, D., Sarama, J., and Clements, D. (2020). Examining and Developing Fourth Grade Children’s Area Estimation Performance. School Science and Mathematics, 120:67-78.

Klanderman D. (2019). Exemplars of Professional Development. In James Freemyer (ed.) The Next Step: Today’s Methods for Today’s Math. New York: Rowman & Littlefield Publishers, pp.111-125.

Klanderman, D. (2019). Review Essay of David I. Smith’s On Christian Teaching: Practicing Faith in the Classroom. Christian Scholar’s Review, XLVIII:2, pp.177-180.

Clark, T., Harsy, A., Janssen, M., Klanderman D., Maxwell, M., and Robbert, S. (2018).  Start a Math Teacher Circle: Connect K-12 Teachers with Engaging, Approachable, and Meaningful Mathematical Problems. Proceedings of the 21st Biennial Meeting of the Association of Christians in the Mathematical Sciences.  Volume 21. Wheaton, IL:  Association of Christians in the Mathematical Sciences, pp.22-29.

Klanderman, S., Schut, A., Klanderman D., and Boerman-Cornell, W. (2018).  The Topology of Harry Potter: Exploring Higher Dimensions in Young Adult Fantasy Literature. Proceedings of the 21st Biennial Meeting of the Association of Christians in the Mathematical Sciences.  Volume 21.  Wheaton, IL:  Association of Christians in the Mathematical Sciences, pp.101-107.

Barrett, J., Cullen, C., Behnke, D., and Klanderman, D. (2017).  A Pleasure to Measure:  Learning Activities for Kindergarten through Grade 5.  Reston, VA:  National Council of Teachers of Mathematics.

Clements, D., Barrett, J., Sarama, J., Cullen, C., Van Dine, D., Eames, C., Kara, M., Klanderman, D., and Vukovich, M. (2017).  Length:  A Summary Report.  In Barrett, J., Clements, D., and Sarama, J. (Eds.) Children’s Measurement:  A Longitudinal Study of Children’s Knowledge and Learning of Length, Area, and Volume.  JRME Monograph Number 16.  Reston, VA:  NCTM, 25-68.

Barrett, J., Cullen, C., Miller, A., Eames, C., Kara, M., and Klanderman, D. (2017).  Area in the Middle and Later Elementary Grades. In Barrett, J., Clements, D., and Sarama J. (Eds.) Children’s Measurement:  A Longitudinal Study of Children’s Knowledge and Learning of Length, Area, and Volume.  JRME Monograph Number 16.  Reston, VA:  NCTM, 105-127.

Barrett, J., Clements, D., Sarama, J. Miller, A., Cullen, C., Van Dine, D., Newburgh, K., Vukovich, M., Eames, C., and Klanderman, D. (2017).  Integration of Results:  A Revised Learning Trajectory for Area Measurement. In Barrett, J., Clements, D., and Sarama J. (Eds.) Children’s Measurement:  A Longitudinal Study of Children’s Knowledge and Learning of Length, Area, and Volume.  JRME Monograph Number 16.  Reston, VA:  NCTM, 129-148.

Cullen, C., Barrett, J., Kara, M., Eames, C., Miller, A., and Klanderman, D. (2017).  Volume in the Middle and Later Elementary Grades. In Barrett, J., Clements, D., and Sarama J. (Eds.) Children’s Measurement:  A Longitudinal Study of Children’s Knowledge and Learning of Length, Area, and Volume.  JRME Monograph Number 16.  Reston, VA:  NCTM, 181-201.

Boerman-Cornell, B., Klanderman, D., and Schut, A. (2017).  Using Harry Potter to Bridge Higher Dimensionality in Math and High-Interest Literature.  Journal of Adolescent and Adult Literacy, 60(4), 425-432.

Klanderman, D., Webster Moore, M., Maxwell, M., and Robbert, S. (2013).  Creating Problems and Their Solutions:  Service Learning Through Trinity Mathematics Triathlons, Math Nights, and Math Centers.  PRIMUS:  Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23(6), 563-571.

Klanderman, D. and Robbert, S. (2012).  Review Essay of Mathematics Through the Eyes of Faith  by James Bradley and Russell Howell and A Certain Ambiguity:  A Mathematical Novel by Gaurav Suri and Hartosh Singh Bal.  Christian Scholar’s Review, 41(4), 401-405.

Barrett, J., Sarama, J., Clements, D., Cullen, C., McCool, J., Witkowski-Rumsey, C., and Klanderman, D.  (2012).  Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study to Mathematical Thinking and Learning.  Mathematical Thinking and Learning.  14(1), 28-54.

Barrett, J., Sarama, J., Clements, D., Cullen, C., Klanderman, D., Miller, A., and Rumsey, C. (2011). Children’s unit concepts in Measurement: A teaching experiment spanning grades 2 through 5.  ZDM – The International Journal on Mathematics Education.  43(5), 637-650.  (Note:  ZDM = Zentralblatt für Didaktik der Mathematik)

Bradley, J., Busch, A., Klanderman, D., Ricketts, E., and Talsma, G. (2007).  Kuyers Mathematics Online (chapters 3 and 4).  These lesson units are published electronically at the following website:  www.pedagogy.net/math/

Klanderman, D. & Barrett, J. (2006).  A Christian constructivist?  The impact of worldview on learning theories and the mathematics education research community.  In Journal of the Association of Christians in the Mathematical Scienceshttp://www.acmsonline.org/journal2006.htm

Barrett, J. E., Clements, D. H., Klanderman, D., Pennisi, J., Polaki, M. V.  (2006). Students’ coordination of geometric reasoning and measuring strategies on a fixed perimeter task:  Developing mathematical understanding of linear measurement.  Journal for Research in Mathematics Education, 37(3),187-221.

Hines, E., Klanderman, D., and Khoury, H. (2001).  The tabular mode: Not just another way to represent a function.    School, Science, and Mathematics, 101(7), 362-371.

Klanderman, D. (2001). Teaching and learning of mathematics: The influence of constructivism and a Christian response.  In J. Bradley and R. Howell (Eds.) Mathematics in a Postmodern Age: A Christian Perspective (338-359).  Downers Grove, IL:  InterVarsity Press.

Billings, E. & Klanderman, D. (2000) Graphical representations of speed: Obstacles preservice teachers experience. School, Science, and Mathematics, 100(8), .440-450. 

Professional Memberships

  • Association of Christians in the Mathematical Sciences (’91-Present)
  • Mathematical Association of America (’87, ’91-’92, ’98, ’06-’07, ’16-‘17)
  • National Council of Teachers of Mathematics (’88-present)
  • International Christian Community for Teacher Education (’21-present)

Board Memberships

  • Association of Christians in the Mathematical Sciences (2015-2023; vice-president 2017-2019; president 2019-2021)
  • International Christian Community for Teacher Education (2021-2025)
  • Kuyers Institute Governing Board (2018-2020)
  • Kuyers Institute Advisory Council (2020-present)
  • Math In Action (2021-present)

Academic Honors, Awards, and Grants

  • Calvin Center for Christian Scholarship Small Grant (with Jim Turner) (’19-’22)
  • Calvin Center for Christian Scholarship, Writer’s Co-Op program (’19)
  • Leadership team member for Math Teachers Circle Grant (’16, ’17, ‘18)
  • Named Trinity Christian College Professor of the Year (’15)
  • Received Collaborative Initiative Grant from Trinity (’03; ’06, ’11, ’13, ’14, ’15, ‘18)
  • Participant in research grants funded by National Science Foundation and led by Dr. Jeffrey Barrett of Illinois State University (’08-’11; ‘12-‘17)
  • Invited participant, writer’s workshop sponsored by the Association of Christians in the Mathematical Sciences (’09)
  • Received grant from Associated Colleges of Illinois (’07)
  • Received research grant from Kuyers Institute (’04-’06)
  • Received research grant from Trinity Christian College (’00; ’01; ’04)
  • Invited to participate in workshop relating faith and pedagogical issues to mathematics sponsored by Coalition of Christian Colleges and Universities (’04)
  • Named Fellow of Calvin Center for Christian Scholarship (’98; ’99)
  • Invited to participate in Pew Faculty Research Seminar (’98)
  • Named Fellow in Illinois Project NExT (’98)
  • Received research grant from Pew Foundation and Trinity (’97)
  • Received Merlyn J. Behr Award in Math Education Research (’95)
  • Awarded Doctoral Completion Fellowship for 1995-96 Year (’95)
  • Received Certificate of Merit for Excellence in Mathematics (’93)

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