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Sandi Cooper
Sandi Cooper

Sandi Cooper, Ph.D.

Professor, Coordinator of Mathematics Education Program

Baylor University
School of Education
One Bear Place #97314
Waco, TX 76798
Office: Marrs McLean Science Building 229
Phone: 254-710-3246
fax: 254-710-3160
Email: Sandra_Cooper@Baylor.edu

Degrees:
1994, Ph.D., Texas A&M University, College Station, Texas
1988, M.A., Louisiana Tech University, Ruston, Louisiana
1985, B.A., Louisiana Tech University, Ruston, Louisiana

Principal Publications
Purdum-Cassidy, B., Nesmith, S., Meyer, R. D., & Cooper, S. (2014). What are they asking? An analysis of the questions planned by prospective teachers when integrating literature in mathematics. Journal of Mathematics Teacher Education, 17(2):1-21. DOI 10.1007/s10857-014-9274-7

Cooper, S. & Nesmith, S. (2013). Exploring the role of field experience context in pre-service teachers' development as mathematics educators. Action in Teacher Education, 35:3, 165-185, DOI: 10.1080/01626620.2013.770376.

Cooper, S., Thomas, J., & Motley, T. (2012). No duck left behind: children’s data analysis supports scientists’ theory of declining duck populations. In L. Froschauer (Ed.), A Year of Inquiry: A Collection for Elementary Educators (pp. 102-107). Arlington, VA: NSTA Press.

Nesmith, S., Cooper, S., & Schwarz, G. (2011). Exploring graphic novels for elementary science and mathematics. School Library Media Research [Online Serial], 14. Available: [http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume14/cooper]

Cooper, S., Wilkerson, T., Eddy, C., Kamen, M., Marble, S., Junk, D., & Sawyer, C. (2011). Lesson study among mathematics educators: Professional collaboration enabled through a virtual community. Learning Communities Journal [Online Serial], 3, Available: [http://celt.muohio.edu/lcj/index.php]
Cooper, S. (2011). An exploration of the potential for mathematical experiences in informal learning environments. Visitor Studies,14(1): 48-65.

Cooper, S., Thomas, J., & Motley, T. (2011). No duck left behind: Children’s data analysis supports scientists’ theory of declining duck populations. Science and Children, 48(5): 45-49.

Nesmith, S. & Cooper, S. (2010). Trade books in the mathematics classroom: The impact of many, varied perspectives on determination of quality. Journal of Research in Childhood Education, 24(4): 1-19.

Cooper, S. (2009). Preservice teachers’ analysis of children’s work to make instructional decisions. School Science and Mathematics Journal, 109 (6), 355-362.

Ponticell, J. A., Thomas, J.A., Cooper, S.B. (2006). Conflict in staff development implementation: A case study. Journal of School Public Relations, 27(2), 147-160.

Runnels, M.K., Thomas, J.A., Lan, W.Y., Cooper, S.B., & Ahern, T. (2006). New models of learning: A review of research about the use of technology in online courses. Review of Education Research. 76 (1): 93-135.

Editorial Work
Editorial Panel (2011-2014), Mathematics Teaching in the Middle School, a National Council of Teachers of Mathematics journal.
Co-Editor for Focus Issue (January 2014), Rational Number Sense, Mathematics Teaching in the Middle School

Research interests
My research interests focus on the development of mathematical thinking in young children and how various instructional strategies, contexts of learning, and use of technology can enhance mathematical connections. Research projects include the studies of the integration of math and science, integration of children's literature in mathematics, how informal learning opportunities enhance mathematical thinking, preservice teachers' understanding of children's mathematical thinking, and the impact of early number sense.

Philosophy
As a teacher, I am interested in being a facilitator of a student's growth toward professional goals. I try to encourage students to be creative in educational learning experiences so that it is more personalized to their needs, interests, and future applications. I'm interested in students becoming decision makers based upon their knowledge and judgements and I try to provide avenues for them to develop these skills.

Courses Taught
TED 4326 - Teaching Math in the Elementary Grades
EDC 5331 - Assessment Issues in Mathematics Education
EDC 5310 - Classroom Management
EDC 5v95 - Cognitive Theories in Mathematics Education

Other
Specialized Training
Mathematics TEKS Refinement, Grade Bands K-5 (Training for Trainers Modules, 2006)
Mathematics TEKS Connections, Grade Bands K-5 (Training for Trainers Modules, 2007)
National Council of Teachers of Mathematics NCATE SPA Reviewer (Training, 2006)

Recent Leadership in Professional Organizations
Co-Executive Director, School Science and Mathematics Association, 2006-2010
Affiliates Director, Association of Mathematics Teacher Educators, 2009-2013
President, Association of Mathematics Teacher Educators in Texas, 2008-2010
Past-President, Association of Mathematics Teacher Educators in Texas, 2010-2011
President-Elect, Central Texas Council of Teachers of Mathematics, 2011-2012
President, Central Texas Council of Teachers of Mathematics, 2012-2014
Board of Directors, Texas Council of Teachers of Mathematics, 2012-2015