Curriculum Vitae

Ian Michael Whitacre

January 20, 2024

General Information

University address:	School of Teacher Education
College of Education, Health, and Human Sciences
Stone Building G123, 1114 W. Call St
Florida State University
Tallahassee, Florida 32306-4459
Phone: 850/644-7804

E-mail address:	iwhitacre@fsu.edu

Professional Preparation

2012	Ph.D., University of California San Diego & San Diego State University. Major: Mathematics Education. Supervisor: Dr. Susan Nickerson. 

Whitacre, I. M. (2012). Investigating number sense development in a mathematics content course for prospective elementary teachers. Unpublished doctoral dissertation, University of California San Diego & San Diego State University. 

2006	M.A., San Diego State University. Major: Mathematics. Teaching Service. Supervisor: Dr. Susan Nickerson. 

Whitacre, I. M. (2006). Pedagogy that makes (number) sense: A classroom teaching experiment with preservice teachers. Unpublished master's thesis, San Diego State University. 

2003	B.A., University of California San Diego. Major: Mathematics. Secondary Ed. 

Professional Experience

2018–present	Associate Professor, School of Teacher Education, Florida State University. 

2012–2018	Assistant Professor, School of Teacher Education, Florida State University. 

2010–2012	Research Assistant, Center for Research in Mathematics and Science Education. 

Lisa Lamb, P.I., NSF DRK-12 Grant, Title: Mapping Developmental Trajectories of Students' Conceptions of Integers. 

2006–2009	Lecturer, San Diego State University. 

2006–2008	Course Coordinator, Department of Mathematics and Statistics, San Diego State University. 

2004–2006	Teaching Associate, San Diego State University. 

Honors, Awards, and Prizes

Nominated for Community Engaged Teaching Award, Florida State University (2023). 
Nominated for Graduate Teaching Award, Florida State University (2019). 
Nominated for Early Career Award, Association of Mathematics Teacher Educators (2018). 
Nominated for Early Career Award, Association of Mathematics Teacher Educators (2017). 
Nominated for Undergraduate Teaching Award, Florida State University (2017). 
Nominated for Undergraduate Teaching Award, Florida State University (2014). 

Fellowship(s)

Service, Teaching, and Research (STaR) Fellow (2013).

Summer Institute in Park City, Utah. 

Current Membership in Professional Organizations

Association of Mathematics Teacher Educators (AMTE) 
Florida Association of Mathematics Teacher Educators (FAMTE) 
International Consortium for Research in Science & Mathematics Education (ICRSME) 
National Council of Teachers of Mathematics (NCTM) 
Psychology of Mathematics Education, North American Chapter (PME-NA) 

Teaching

Courses Taught

	Advanced Seminar on Research in Mathematics Education (MAE 6797)
	Learning Progressions in Elementary Mathematics (MAE 4114)
	How Children Learn Mathematics (MAE 4326)
	Using Technology in the Teaching of Mathematics (MAE 5658)
	Directed Individual Study (MAE 5908)
	Questioning What We Know: Teaching and Learning Mathematics and Science in the 21st Century (IDS 2510)
	Advanced Seminar on Research in Mathematics Education (MAE 6938)
	Questioning What We Think We Know (IFS 2051)
	Promoting Thinking in the Elementary School (EDE 5324)
*	Stud. Reason. Rch. in Math Ed (MAE6938)
*	Supervised Research (MAE 5915)
*	The Teaching of Elementary School Mathematics (MAE 4310)
*	The Topics and Teaching of Elementary School Mathematics (MAE 5318)
#	Secondary School Student Teaching Seminar (TE 903)
#	Number Systems in Elementary Mathematics (MATH 210)
#	Mathematics Software Workshop – The Geometer's Sketchpad (MATH 241)
#	Special Topics in Algebra, Geometry, and Problem Solving (MATH 315)
#	Selected Topics in Elementary Mathematics (MATH 313)
#	Statistics and Probability in Elementary Mathematics (MATH 311)

Curriculum Development

	Revised chapter content and learning exercises and developed new activities and exercises for the 4th edition of Reconceptualizing Mathematics for Elementary School Teachers. Revisions were informed by my own teaching and research, as well as other literature. Revisions focused on incorporating more technology and interactive activities, as well as considerations of diversity, equity, and inclusion (2022)
*	Contributed content to selected chapters of the third edition of Reconceptualizing Mathematics for Elementary School Teachers (2016)
#	Produced instructional videos to supplement the second edition of Reconceptualizing Mathematics for Elementary School Teachers (2010)

Doctoral Committee Chair

	Atabas, S., graduate. (2021). Supplementary curricular materials enriched with interactive simulations as a catalyst for change: a middle school mathematics teacher's experience with interactive simulations and inquiry-based instructional materials designed around these simulations. 
	Caro-Rora, D., doctoral student. 
	Karcher, S., doctoral student. 
	Riddell, C., doctoral student. 
	Kamaldar, A., doctoral student. 

Doctoral Committee Cochair

	Findley, K. P., graduate. (2019). Connecting disciplinary and pedagogical spaces in statistics: perspectives from graduate teaching assistants. 
	Skutt, D., doctoral student. 

Doctoral Committee Member

	Akcil Okan, O., graduate. (2023). Science Teachers' Instructional Practices and Vision for Promoting Students' Intellectual Engagement in Science Classrooms. 
	Mauntel, M., graduate. (2022). Using video games as a realistic starting point for learning linear algebra through design. 
	Rhemer, D. M., graduate. (2022). Teachers' sensemaking about facilitating productive science talk. 
	Smith, J. L., graduate. (2022). Student reasoning, argumentation, and positioning relative to identity in inquiry-oriented undergraduate mathematics. 
	Jiang, C., graduate. (2021). The influence of regulatory focus and l2 self-guides on English language learners' task anxiety, task enjoyment, and oral task performance. 
	Davidson, S. G., graduate. (2019). What is gained from participation in a research experience for teachers program?:  Examining teachers' experiences of science through three conceptual lenses. 
	Haider, M. Q., graduate. (2019). Development and validation of a test for the assessment of learning outcomes in inquiry-oriented linear algebra classes. 
	Henning, B. L., graduate. (2018). Using number talks with supports to increase the early number sense skills of preschool students with autism spectrum disorder. 
	de la Cruz Benito, Anairis, doctoral candidate. 
	Solmaz, G., doctoral candidate. 
	Larkin, M. L., doctoral candidate.  Using extended vocabulary instruction to support students' expressive vocabulary. 

Doctoral Committee University Representative

	Smith, G. L., graduate. (2021). The impact of playing function fighters: a digital learning game for translating algebra word problems to equations. 
	Geer, E., graduate. (2021). Relations between spatial and math skills in elementary school children: The role of domain-specific anxieties. 
	Madison, C., doctoral candidate. 

Master's Committee Chair

	Petit, J. (F2F program), student. 
	Dowling, S. (Class of 2025), student. 
	Grunauer, S. (Class of 2025), student. 
	Oduoro, F. (Class of 2025), student. 
	Ramirez, L. (Class of 2025), student. 
	Roberts, J. (Class of 2025), student. 
	Selvey, A. (Class of 2025), student. 
	Stoner, S. (Class of 2025), student. 
	True, O. (Class of 2025), student. 
	Delemos-Gomez, E. (Class of 2024), student. 
	Garmen, C. (Class of 2024), student. 
	Hunter, D. (Class of 2024), student. 
	Landrum, S. (Class of 2024), student. 

Master's Committee Member

*	Lord, E. K., graduate. (2017).
*	Mulyani, W., graduate. (2016).
*	Beasley, M. S., graduate. (2016).
*	Kinsel, R. D., graduate. (2016).
*	Switzer, L., graduate. (2016).
*	Foss, E., graduate. (2016).
*	Geisler, A., graduate. (2016).
*	Miller-Green, E., graduate. (2016).
*	Willetts, I., graduate. (2016).
*	Levine, M. S., graduate. (2015).

Bachelor's Committee Member

*	Jacoby, J. L., graduate. (2015). Examining Technology Forms that Contribute to Student Motivation and Academic Success. 

Supervision of Student Research Not Related to Thesis or Dissertation

	Kamaldar, A. (2022–present). 

	Caro-Rora, D. (2021–present). 

	Karcher, S. (2021–present). 

	Smith, J. (2019–22). 

*	Atabas, S. (2016–21). 

*	Findley, K. (2015–19). 

*	Schellinger, J. (2015–19). 

	Campos, A. (2018). 

*	Henning, B. (2016–18). 

*	Levine, M. (2014–15). 

*	Flack, C. (2013–14). 

Research and Original Creative Work

Publications

Refereed Journal Articles

	Smith, J., Karcher, S., & Whitacre, I. (2023). Examining learners' reasoning about complex numbers by considering the number worlds they inhabit. International Journal of Research in Undergraduate Mathematics Education. doi:10.1007/s40753-022-00210-y

This paper examines undergraduate students' reasoning about complex number in light of their views of "number" in general. This was collaborative work with graduate students at FSU. IJRUME is the leading journal focused on research in undergraduate mathematics education and is ESCI indexed. JCI: 1.11. 

	Lamb, L. L., Bishop, J. P., Whitacre, I., & Philipp, R. A. (2023). Flexibility across and flexibility within: The domain of integer addition and subtraction. Journal of Mathematical Behavior, 70, 101031.

This paper examines details of students' flexibility in reasoning about integer addition and subtraction at different grade levels. Coauthors are collaborators at San Diego State University and Texas State University. JMB is a high-quality mathematics education research journal (Williams & Leatham, 2017) and is ESCI indexed. IF: 1.07. 

	Schoen, R., Whitacre, I., & Champagne, Z. (2023). Relative difficulty of additive word problems for U.S. first graders. Journal for Research in Mathematics Education, 54(1), 24–42.

This paper compares the performance of first graders historically with that of first graders in the Common Core era on additive word problems. Collaborators are colleagues at FSU and at the Discovery School. JRME is SSCI indexed and is one of the top two mathematics education research journals (Williams & Leatham, 2017). IF: 2.278. 

	Bishop, J. P., Lamb, L. L., Whitacre, I., Philipp, R. A., & Schappelle, B. P. (2022). Beyond the sign rules. Mathematics Teacher Learning and Teaching PK–12, 115(3), 202–210.

This is a practitioner article that presents frameworks of problem types and student thinking related to integer addition and subtraction. Coauthors are collaborators at Texas State University and San Diego State University. MTLT is published by NCTM, the leading mathematics education organization. 

	Hawthorne, C., Philipp, R. A., Lamb, L. L., Bishop, J. P., Whitacre, I., & Schappelle, B. P. (2022). Reconceptualizing a mathematical domain on the basis of student reasoning: considering teachers' perspectives about integers. Journal of Mathematical Behavior, 65, 100931.

This paper documents teachers' ways of conceptualizing integers and integer instruction in light of research into children's integer reasoning. Collaborators are colleagues at Furman University, San Diego State University, and Texas State University. JMB is a high-quality mathematics education research journal (Williams & Leatham, 2017) and is ESCI indexed. JCI: 1.07. 

	Schoen, R., Whitacre, I., Champagne, Z., & McCrackin, S. (2021). Comparing the frequency and variation of additive word problems in United States first-grade textbooks in the 1980s and the Common Core era. School Science and Mathematics, 121, 110-121.

This paper documents important changes in elementary mathematics curricula in the era of the Common Core State Standards. Collaborators were colleagues and a graduate student, all at FSU. SSM is a medium-high quality mathematics education research journal and is ESCI indexed (Williams & Leatham, 2017). JCI: 0.63. 

	Findley, K., Atabas, S., & Whitacre, I. (2021). What's in a name? Leveraging students' informal vocabulary in probability. Teaching Statistics, 1-7.

This is a practitioner article focused on the use of informal vocabulary in the learning of probability. This work was funded by NSF and conducted in collaboration with graduate students at FSU. Teaching Statistics is a practitioner-oriented journal published by the Teaching Statistics Trust. 

	Atabas, S., Schellinger, J., Whitacre, I., Findley, K., & Hensberry, K. (2020). A tale of two sets of norms: Comparing opportunities for student agency in mathematics lessons with and without interactive simulations. Journal of Mathematical Behavior, 58, 1-23.

This paper documents different sets of norms in the same math classroom, depending on whether sims were being used. This work was funded by an NSF grant and conducted in collaboration with graduate students at FSU and a Co-PI at the University of South Florida St. Petersburg. JMB is a high-quality mathematics education research journal (Williams & Leatham, 2017) and is ESCI indexed. JCI: 1.07. 

	Whitacre, I., Henning, B., & Atabas, S. (2020). Disentangling the research literature on number sense: Three constructs, one name. Review of Educational Research, 90(1), 95-134.

This is a rigorous literature review on articles concerning "number sense." Collaborators were graduate students. RER is SSCI indexed and is a prestigious interdisciplinary journal. IF: 13.551. 

	Whitacre, I., & Rumsey, C. (2020). The roles of tools and models in a prospective elementary teachers' developing understanding of multidigit multiplication. Journal of Mathematical Behavior, 60, 1-18.

This paper examines the roles of tools and models in the process by which a prospective teacher made substantial progress in her reasoning about double-digit products. Coauthor is a colleague at the University of Northern Iowa. JMB is a high-quality mathematics education research journal (Williams & Leatham, 2017) and is ESCI indexed. JCI: 1.07. 

	Whitacre, I., Atabas, S., & Findley, K. (2019). Exploring unfamiliar paths through mathematical territory: Constraints and affordances in a preservice teacher's reasoning about fraction comparisons. Journal of Mathematical Behavior, 53, 148–163.

This paper documents how a preservice teacher made substantial progress in reasoning about fraction magnitude, taking into consideration her prior knowledge and affect, as well as features of the tasks and the environment. This is collaborative work with graduate students. JMB is a high-quality mathematics education research journal (Williams & Leatham, 2017) and is ESCI indexed. JCI: 1.07. 

	Findley, K., Whitacre, I., Schellinger, J., & Hensberry, K. (2019). Orchestrating mathematics lessons with interactive simulations: Exploring roles in the classroom. Journal of Technology and Teacher Education, 27(1), 37-62.

This paper documents different ways in which middle-school math teachers enacted lessons involving PhET sims and explains those choices based on the teachers' beliefs. This work was funded by an NSF grant and conducted in collaboration with graduate students and a colleague. JTATE is the official journal of the Society for Information Technology and Teacher Education (SITE). It is the #1 journal focused on teacher education and technology. 

	Whitacre, I., Hensberry, K., Schellinger, J., & Findley, K. (2019). Variations on play with interactive computer simulations: Balancing competing priorities. International Journal of Mathematical Education in Science and Technology, 50(5), 665-681.

This paper unpacks the ways in which middle school math teachers facilitate play with interactive computer simulations, and it relates teachers' choices to competing priorities. Collaborators are a colleague at the University of South Florida St. Petersburg and graduate students at Florida State University, and this paper comes out of an NSF project. IJMEST is a medium-high quality mathematics education research journal (Williams & Leatham, 2017) and is ESCI indexed. JCI: 0.49. 

	Lamb, L. L., Bishop, J. P., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2018). A cross-sectional investigation of students' reasoning about integer addition and subtraction: Ways of reasoning, problem types, and flexibility. Journal for Research in Mathematics Education, 49(5), 575-613.

This paper documents students' ways of reasoning about addition and subtraction of integers and reports performance trends by grade level and problem type. Collaborators are at San Diego State University and Texas State University. JRME is SSCI indexed and is one of the top two mathematics education research journals (Williams & Leatham, 2017). IF: 2.278. 

	Boggs, G., Whitacre, I., Schellinger, J., Champagne, Z., & Schoen, R. C. (2018). Contextual meanings of the equal sign as conceptual blends. For the Learning of Mathematics, 38(2), 34-39.

This paper examines ways of using the equal sign in advertising and social media through the lens of conceptual blending. Collaborators were colleagues and a doctoral student, all at FSU. FLM is a high-quality mathematics education research journal (Williams & Leatham, 2017). 

	Whitacre, I., & Rumsey, C. (2018). Documenting the process of a prospective elementary teacher's flexibility development: Scaffolded strategy ranges and sociomathematical norms for mental computation. Cognition and Instruction, 36(4), 330-360.

This paper presents a case study of a prospective elementary teachers' flexibility development in mental computation. Collaborator is at University of Northern Iowa. Cognition and Instruction is a highly regarded interdisciplinary journal and is SSCI indexed. IF: 3.356. 

	Hensberry, K., Whitacre, I., Findley, K., Schellinger, J., & Burr, M. (2018). Engaging students with mathematics through play. Mathematics Teaching in the Middle School, 24(3), 179-183.

This is an article for teachers that illustrates how teachers can use interactive computer simulations to create opportunities for play in mathematics lessons. Collaborators are a colleague at the University of South Florida St. Petersburg, graduate students at Florida State University, and a practicing teacher in Leon County Schools, and this paper comes out of an NSF project. MTMS was the middle-school practitioner journal published by NCTM, the leading mathematics education organization. These are competitive journals with low acceptance rates and large readership. 

	Whitacre, I. (2018). Prospective elementary teachers learning to reason flexibly with sums and differences: Number sense development viewed through the lens of collective activity. Cognition and Instruction, 36(1), 56-82.

This paper documents improvement in the number sense of a class of prospective elementary teachers, viewing the learning process in terms of the evolution of collective activity. Cognition and Instruction is a highly regarded interdisciplinary journal and is SSCI indexed. IF: 3.356. 

	Whitacre, I., Azuz, B., Lamb, L. L., Bishop, J. P., Schappelle, B. P., & Philipp, R. A. (2017). Integer comparisons across the grades: Students' justifications and ways of reasoning. Journal of Mathematical Behavior, 45, 47-62.

This paper documents how students in grades 2, 4, 7, and 11 reasoned about integer comparisons. Collaborators were at San Diego State University and Texas State University. JMB is a high-quality mathematics education research journal (Williams & Leatham, 2017) and is ESCI indexed. JCI: 1.07. 

*	Starling, C., & Whitacre, I. (2016). Attending to precision with secret messages. Mathematics Teaching in the Middle School, 22(4), 208-215.

This paper is written for teachers and presents an original activity called a "communication game" that is designed to engage students in the mathematical practice of attending to precision. Coauthor was a graduate student at FSU. MTMS was the middle-school practitioner journal published by NCTM, the leading mathematics education organization. These are competitive journals with low acceptance rates and large readership. 

*	Whitacre, I., & Nickerson, S. D. (2016). Investigating the improvement of prospective elementary teachers' number sense in reasoning about fraction magnitude. Journal of Mathematics Teacher Education, 19(1), 57-77.

This paper documents improvement in prospective elementary teachers' reasoning about fraction comparisons and relates those changes to the theoretical underpinnings of the instructional approach. Collaborator is at San Diego State University. JMTE is a high-quality mathematics education research journal (Williams & Leatham, 2017) and is SSCI indexed. IF: 1.786. 

*	Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B. (2016). Leveraging structure: Logical necessity in the context of integer arithmetic. Mathematical Thinking and Learning, 18(3), 209-232.

This paper makes a theoretical contribution regarding the notion of structure as it relates to students reasoning about integers. Collaborators were at San Diego State University and Texas State University. MTL is a high-quality mathematics education research journal (Williams & Leatham, 2017) and is SSCI indexed. IF: 1.383. 

*	Whitacre, I., & Nickerson, S. D. (2016). Prospective elementary teachers making sense of multi-digit multiplication: Leveraging resources. Journal for Research in Mathematics Education, 47, 270-307.

This paper documents improvement in prospective elementary teachers' understanding of multi-digit multiplication in terms of the evolution of collective activity. Collaborator is at San Diego State University. JRME is one of the top two mathematics education research journals (Williams & Leatham, 2017) and is SSCI indexed. IF: 2.278. 

*	Whitacre, I., Bouhjar, K., Bishop, J. P., Philipp, R. A., Schappelle, B. P., & Lamb, L. L. (2016). Regular numbers and mathematical worlds. For the Learning of Mathematics, 36(2), 20-25.

This is a theoretical paper about the transition that children make from a world of regular numbers to a world of signed numbers. Collaborators were at San Diego State University, Texas State University, and FSU. FLM is a high-quality mathematics education research journal (Williams & Leatham, 2017). 

*	Whitacre, I., Schoen, R., Champagne, Z., & Goddard, A. (2016). Relational thinking: What's the difference? Teaching Children Mathematics, 22(5), 302-308.

This paper is written for teachers and shares findings concerning children's ways of reasoning about subtraction and trends in their performance on subtraction tasks. Collaborators were at FSU and Leon County School District. TCM was the elementary practitioner journal published by NCTM, the leading mathematics education organization. These are competitive journals with low acceptance rates and large readership. 

*	Bishop, J. P., Lamb, L. L., Philipp, R. A., Schappelle, B. P., & Whitacre, I. (2016). Unlocking the structure of positive and negative numbers. Mathematics Teaching in the Middle School, 22(2), 84-91.

This paper is written to help teachers understand the mathematical practice of looking for and making use of structure as it relates to students reasoning about integers. Collaborators are at San Diego State University and Texas State University. MTMS was the middle-school practitioner journal published by NCTM, the leading mathematics education organization. These are competitive journals with low acceptance rates and large readership. 

*	Whitacre, I. (2015). Strategy ranges: Describing change in prospective elementary teachers' approaches to mental computation of sums and differences. Journal of Mathematics Teacher Education, 18, 353-373.

This paper makes empirical, theoretical, and methodological contributions concerning prospective elementary teachers' development of flexibility in mental computation. JMTE is a high-quality mathematics education research journal (Williams & Leatham, 2017) and is SSCI indexed. IF: 1.786. 

*	Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., & Schappelle, B. P. (2014). Dollars and sense: Students' integer perspectives. Mathematics Teaching in the Middle School, 20(2), 84-89.

This paper is written for teachers and presents findings concerning students' different perspectives on the relationship between integers and a money context. Collaborators were at San Diego State University and the University of Georgia. MTMS was the middle-school practitioner journal published by NCTM, the leading mathematics education organization. These are competitive journals with low acceptance rates and large readership. 

*	Thanheiser, E., Whitacre, I., & Roy, G. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on whole-number concepts and operations. The Mathematics Enthusiast, 11(2), 217-266.

This publication was part of a special issue that serves as a handbook of research regarding prospective elementary teachers' mathematics content knowledge. Collaborators were at Portland State University and University of South Carolina. The Mathematics Enthusiast is a medium-quality mathematics education journal (Williams & Leatham, 2017). 

*	Thanheiser, E., Browning, C., Lo, J.-J., Edson, A., Whitacre, I., Olanoff, D., & Morton, C. (2014). Mathematical content knowledge for teaching elementary mathematics: What do we know, what do we not know, and where do we go? The Mathematics Enthusiast, 11(2), 433-448.

This publication was part of a special issue that serves as a handbook of research regarding prospective elementary teachers' mathematics content knowledge. Collaborators were at Portland State University, Western Michigan University, Michigan State University, Widener University, and Indiana University-Purdue University Indianapolis. The Mathematics Enthusiast is a medium-quality mathematics education journal (Williams & Leatham, 2017). 

*	Whitacre, I., Bishop, J. P., Philipp, R. A., Lamb, L. L. C., Bagley, S., & Schappelle, B. P. (2014). 'Negative of my money, positive of her money': Secondary students' reasoning about integers in relation to a money context. International Journal of Mathematical Education in Science and Technology, 1-16.

This paper presents findings concerning secondary students' reasoning about the relationship between integers and a money context. Collaborators were at San Diego State University, the University of Georgia, and the University of Northern Colorado. IJMEST is a medium-high quality mathematics education research journal (Williams & Leatham, 2017) and is ESCI indexed. JCI: 0.49. 

*	Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Whitacre, I., Schappelle, B. P., & Lewis, M. L. (2014). Obstacles and affordances for integer reasoning: An analysis of children's thinking and the history of mathematics. Journal for Research in Mathematics Education, 45(1), 19-61.

This paper makes empirical and theoretical contributions by drawing parallels between children's learning of integers and the historical development of thinking about the topic. Collaborators were faculty members and a graduate student at San Diego State University, as well as a faculty member at the University of Georgia. JRME is one of the top two mathematics education research journals (Williams & Leatham, 2017) and is SSCI indexed. IF: 2.278. 

*	Browning, C., Thanheiser, E., Edson, A. J., Kimani, P., Olanoff, D., Tobias, J., & Whitacre, I. (2014). Prospective elementary mathematics teacher content knowledge: An introduction. The Mathematics Enthusiast, 11(2), 203-216.

This publication was part of a special issue that serves as a handbook of research regarding prospective elementary teachers' mathematics content knowledge. Collaborators were at Michigan State University, Western Michigan University, Glendale Community College, Widener University, Portland State University, and Illinois State University. The Mathematics Enthusiast is a medium-quality mathematics education journal (Williams & Leatham, 2017). 

*	Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Whitacre, I., Schappelle, B. P., & Lewis, M. L. (2014). Using order to reason about negative numbers: The case of Violet. Educational Studies in Mathematics, 86(1), 39-59.

This paper presents a case study of the reasoning and progress of a second grader during a teaching experiment about integer arithmetic. Collaborators are at San Diego State University and Texas State University. ESM is one of the top two mathematics education research journals (Williams & Leatham, 2017) and is SSCI indexed. IF: 2.853. 

*	Lamb, L. L. C., Bishop, J. P., Philipp, R. A., Schappelle, B. P., Whitacre, I. M., & Lewis, M. (2012). Developing symbol sense for the minus sign. Mathematics Teaching in the Middle School, 18(1), 5-9.

This paper analyzes students' reasoning about a context of happy and sad thoughts through an abstract algebraic lens. Coauthors were faculty members and a graduate student at San Diego State University. MTMS was the middle-school practitioner journal published by NCTM, the leading mathematics education organization. These are competitive journals with low acceptance rates and large readership. 

*	Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. L. (2012). Happy and sad thoughts: An exploration of children's integer reasoning. Journal of Mathematical Behavior, 31, 356-365.

This paper analyzes students' reasoning about a context of happy and sad thoughts through an abstract algebraic lens. Coauthors were faculty members and a graduate student at San Diego State University. JMB is a high-quality mathematics education research journal (Williams & Leatham, 2017) and is ESCI indexed. JCI: 1.07. 

*	Lamb, L. L. C., Bishop, J. P., Philipp, R. A., Schappelle, B. P., Whitacre, I. M., & Lewis, M. (2012). High school students' conceptions of the minus sign. Mathematics Teaching, 27, 40-44.

Mathematics Teaching is a practitioner journal published by the Association of Teachers of Mathematics. 

#	Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Whitacre, I. M. (2011). First graders outwit a famous mathematician. Teaching Children Mathematics, 17(6), 350-358.

Collaborators were all at San Diego State University. TCM was the elementary practitioner journal published by NCTM, the leading mathematics education organization. These are competitive journals with low acceptance rates and large readership. 

#	Nickerson, S. D., & Whitacre, I. M. (2010). A local instruction theory for the development of number sense. Mathematical Thinking and Learning, 12, 227-252.

This paper presents a theoretically grounded instructional sequence and envisioned learning route for prospective elementary teachers' development of number sense. MTL is a high-quality mathematics education research journal (Williams & Leatham, 2017) and is SSCI indexed. IF: 1.383. 

Invited Books

	Sowder, J., Sowder, L., Nickerson, S., & Whitacre, I. (2023). Reconceptualizing mathematics for elementary school teachers (4th ed.). Macmillan. 

Coauthors are all affiliated with San Diego State University. The Sowders are emeritus faculty. 

Invited Book Chapters

	Rumsey, C., Whitacre, I., Atabas, S., & Smith, J. (2022). Argumentation in the context of elementary grades: The role of participants, tasks, and tools. In Kosko, K., Bieda, K., Staples, M., & Conner, A. (Ed.), Perspectives on mathematical argumentation across the grades (pp. 19–34). Springer. 

This chapter analyzes aspects of argumentation in an elementary classroom. Collaborators were a faculty member at the University of Northern Iowa and two graduate students at FSU. 

	Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2018). Students' thinking about integer open number sentences. In L. Bofferding & N. M. Wessman-Enzinger (Ed.), Exploring the integer addition and subtraction landscape: Perspectives on integer thinking (pp. 47-71). Springer. 

This chapter presents a framework for students' thinking about various integer addition and subtraction problem types. Coauthors are colleagues at San Diego State University and Texas State University. 

#	Whitacre, I., Hohensee, C., & Nemirovsky, R. (2009). Expressiveness and mathematics learning. In W. M. Roth (Ed.), Mathematical representation at the interface of body and culture (pp. 275-308). Charlotte, NC: Information Age Publishing. 

Refereed Proceedings

	Whitacre, I., Caro-Rora, D., & Kamaldar, A. (2023). Brokering moves to support advances to preservice elementary teachers' discourse about hierarchical geometric relationships. In Lamberg, T., & Moss, D. (Ed.), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 8). Reno, NV. 

Coauthors are graduate students at FSU. 

	Atabas, S., & Whitacre, I. (2022). A catalyst for change: A teacher's experience with supplementary curricular materials enriched with interactive simulations. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Ed.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1354–1363). Middle Tennessee State University. 

Coauthor is a former FSU graduate student and current postdoc at the University of Southern California. 

	Whitacre, I., & Caro-Rora, D. (2022). Charting a viable learning trajectory for the development of preservice elementary teachers' understanding of hierarchical geometric relationships. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Ed.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1342). Middle Tennessee State University. 

Coauthor is a graduate student at FSU. 

	Caro-Rora, D., Smith, J., Jaber, L., & Whitacre, I. (2022). Exploring the affective experiences of pre-service elementary teachers during a fractions unit. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (Ed.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1319). Middle Tennessee State University. 

Coauthors were graduate students and a colleague at FSU. 

	Whitacre, I., Findley, K., & Atabas, S. (2020). Productive seeds in preservice teachers' reasoning about fraction comparisons. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.), Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1477–1484). Mexico. Cinvestav / AMIUTEM / PME-NA. 

Coauthors are former graduate students from FSU. Findley is a faculty member at the University of Illinois Urbana-Champaign. Atabas is a postdoc at the University of Southern California. 

	Whitacre, I., Henning, B., & Atabas, S. (2017). Disentangling the research literature on "number sense": Three constructs, one name. In E. Galindo, & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 203-210). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators. 

Coauthors were graduate students at FSU. 

	Findley, K., Whitacre, I., & Hensberry, K. (2017). Integrating interactive simulations into the mathematics classroom: Supplementing, enhancing, or driving? In E. Galindo, & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1297-1304). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators. 

This work was funded by an NSF grant. Coauthors were a graduate student at FSU and a Co-PI at the University of South Florida St. Petersburg. 

	Whitacre, I., Hensberry, K., & Findley, K. (2017). Teachers' facilitation of play with PhET interactive simulations in middle-school mathematics lessons. In E. Galindo, & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1386). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators. 

This work was funded by an NSF grant. Coauthors were a graduate student at FSU and a Co-PI at the University of South Florida St. Petersburg. 

*	Schoen, R. C., Champagne, Z., & Whitacre, I. (2015). Re-examining the validity of word problem taxonomies in the Common Core era. In Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Ed.), 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 125). East Lansing, MI: Michigan State University. 

*	Lamb, L., Bishop, J., Philipp, R., Whitacre, I., Stephan, M., Bofferding, L., Lewis, J., Brickwedde, J., Bagley, S., & Schappelle, B. (2013). Building on the emerging knowledge base for teaching and learning in relation to integers. In Martinez, M. & Castro Superfine, A (Ed.), 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1362-1366). Chicago, IL: University of Illinois at Chicago. 

*	Whitacre, I. (2013). Viewing prospective elementary teachers' prior knowledge as a resource in their number sense development. In Martinez, M. & Castro Superfine, A (Ed.), 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 901-904). Chicago, IL: University of Illinois at Chicago. 

*	Whitacre, I., Lamb, L. L. C., Bishop, J. P., Philipp, R. A., Lewis, M., & Schappelle, B. P. (2012). Children's reasoning about integers: Video clips to share with preservice teachers. In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Ed.), 15th Annual Conference on Research in Undergraduate Mathematics Education (pp. 598–602). Portland, OR. 

*	Whitacre, I., & Nickerson, S. D. (2012). Prospective elementary teachers' justifications for their nonstandard mental computation strategies. In L. R. Van Zoest, J.-J. Lo, & J. L. Kratsky (Ed.), 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 777–780). Reno, NV: University of Reno. 

*	Whitacre, I. (2012). The evolution of classroom mathematical practices in a mathematics content course for prospective elementary teachers. In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Ed.), 15th Annual Conference on Research in Undergraduate Mathematics Education (pp. 284–290). Portland, OR. 

*	Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. (2012). What sense do children make of negative dollars? In L. R. Van Zoest, J.-J. Lo, & J. L. Kratsky (Ed.), 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 958–964). Reno, NV: University of Reno. 

#	Whitacre, I. M., & Nickerson, S. D. (2011). Extending a local instruction theory for the development of number sense to rational number. In S. Brown, S. Larsen, K. Marrongelle, & M. Oehrtman (Eds.), Proceedings of the 14th Annual Conference on Research in Undergraduate Mathematics Education (pp. Vol. 2 (532-54)). Portland, OR. 

#	Whitacre, I. M., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. (2011). Integers: History, textbook approaches, and children's productive mathematical intuitions. In L. R. Wiest, & 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. 913-920). Reno, NV: University of Reno. 

#	Whitacre, I. M., & Nickerson, S. D. (2011). Prospective elementary teachers develop improved number sense in reasoning about fraction magnitude. In L. R. Wiest, & 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. 559-567). Reno, NV. 

#	Bishop, J. P., & Whitacre, I. M. (2010). Intellectual work: The depth of mathematical discourse and its relationship to student learning. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. Vol. 6 (pp. 401-409)). Columbus, OH: The Ohio State University. 

#	Whitacre, I. M., & Nickerson, S. D. (2009). Measuring inquiry-oriented teaching in the context of TA professional development. In Proceedings of the Twelfth Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education. Raleigh, NC. 

#	Nickerson, S. D., & Whitacre, I. M. (2008). A local instruction theory for the development of number sense. In Proceedings of the Eleventh Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education. San Diego, CA. 

#	Whitacre, I. M. (2007). Preservice teachers' number sensible mental computation strategies. In Proceedings of the Tenth Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education. San Diego, CA. 

#	Whitacre, I. M., & Nickerson, S. D. (2006). Pedagogy that makes (number) sense: a classroom teaching experiment around mental math. In S. Alatorre, J. L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the twenty-eighth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 736-743). Mérida, México: Universidad Pedagógica Nacional. 

Presentations

Refereed Papers at Conferences

For refereed papers at conferences, 27.3% were international, 66.7% were national, 6.1% were regional in scope.

	Whitacre, I. (presented 2023). Brokering moves to support advances to preservice elementary teachers' discourse about hierarchical geometric relationships. Paper presented at 45th annual meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. (International)

	Whitacre, I., & Caro-Rora, D. (presented 2022). Charting a viable learning trajectory for the development of preservice elementary teachers' understanding of hierarchical geometric relationships. Paper presented at 44th annual meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Nashville, TN. (International)

	Whitacre, I., Findley, K., & Atabas, S. (presented 2021). Productive seeds in preservice teachers' reasoning about fraction comparisons. Paper presented at Mathematics Education Across Cultures: Proceedings of the 42nd Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico. (International)

	Atabas, S., & Whitacre, I. (presented 2019, October). Contrasting norms in math lessons with/out interactive simulations. Paper presented at Annual Conference, Florida Council of Teachers of Mathematics, Jacksonville, FL. (Regional)

	Lamb, L., Bishop, J., Philipp, R., & Whitacre, I. (presented 2019, April). Integer problem types and their relationship to children's thinking. Paper presented at Research Conference, National Council Teachers of Mathematics, San Diego, CA. (National)

	Atabas, S., & Whitacre, I. (presented 2019, April). Opportunities for student agency in math lessons with/ out interactive sims. Paper presented at Research Conference, National Council Teachers of Mathematics, San Diego, CA. (National)

	Whitacre, I., Henning, B., & Atabas, S. (presented 2017, October). Disentangling the research literature on "number sense": Three constructs, one name. Paper presented at 39th annual meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN. (International)

	Findley, K., Whitacre, I., & Hensberry, K. (presented 2017, October). Integrating interactive simulations into the mathematics classroom: Supplementing, enhancing, or driving? Paper presented at 39th annual meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN. (International)

	Whitacre, I., Hensberry, K., & Findley, K. (presented 2017, October). Teachers' facilitation of play with PhET interactive simulations in middle-school mathematics lessons. Paper presented at 39th annual meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN. (International)

	Whitacre, I., Hensberry, K. R., & Findley, K. (presented 2017). Examining the play phase of mathematics lessons involving computer simulations. Paper presented at 21st Annual Conference, Association of Mathematics Teacher Educators, Orlando, FL. (National)

*	Whitacre, I. (presented 2016, May). Variations on open play with interactive computer simulations and their implications for students' opportunities to contribute to mathematical discussions. Paper presented at International Conference, International Conference on Education in Mathematics, Science & Technology, Bodrum, Turkey. (International)

*	Whitacre, I., Schellinger, S., Schoen, R., & Champagne, Z. (presented 2016, April). Examining pre-service teachers interpretations of the equal sign from a multiliteracies perspective. Paper presented at Annual Meeting, American Educational Research Association, Washington, DC. (International)

*	Whitacre, I. (presented 2013, November). Viewing prospective elementary teachers' prior knowledge as a resource in their number sense development. Paper presented at 35th Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago, IL. (National)

*	Bishop, J. P., Philipp, R. A., Whitacre, I., Stephan, M., & Jacobs, V. (presented 2013, January). Using integers to rethink the role of context in school mathematics. Paper presented at 17th Annual Meeting, Association of Mathematics Teacher Educators, Orlando, FL. (National)

*	Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. (presented 2012, November). Integers: History, textbook approaches, and children's productive mathematical intuitions. Paper presented at 33rd Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. (National)

*	Whitacre, I., & Nickerson, S. D. (presented 2012, November). Prospective elementary teachers' justifications for their nonstandard mental computation strategies. Paper presented at 34th Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. (National)

*	Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. (presented 2012, November). What sense do children make of negative dollars? Paper presented at 34th Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. (National)

*	Whitacre, I., & Philipp, R. A. (presented 2012, November). What sense do children make of negative dollars? Paper presented at 34th Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Kalamazoo, MI. (National)

#	Whitacre, I. (presented 2012, February). Children's reasoning about integers: Video clips to share with preservice teachers. Paper presented at 15th Annual Conference, Research in Undergraduate Mathematics Education, Portland, OR. (National)

#	Whitacre, I., & Nickerson, S. D. (presented 2012, February). Extending a local instruction theory for the development of number sense to rational number. Paper presented at 14th Annual Conference, Research in Undergraduate Mathematics Education, Portland, OR. (National)

#	Whitacre, I. (presented 2012, February). The evolution of classroom mathematical practices in a mathematics content course for prospective elementary teachers. Paper presented at 15th Annual Conference, Research in Undergraduate Mathematics Education, Portland, OR. (National)

#	Whitacre, I. (presented 2011, November). Integers: History, textbook approaches, and children's productive mathematical intuitions. Paper presented at 33rd Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. (National)

#	Whitacre, I., & Nickerson, S. D. (presented 2011, November). Prospective elementary teachers develop improved number sense in reasoning about fraction magnitude. Paper presented at 33rd Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. (National)

#	Whitacre, I., Bishop, J. P., Lamb, L. L. C., Philipp, R. A., Schappelle, B. P., & Lewis, M. (presented 2011, October). Integers: History, textbook approaches, and children's productive mathematical intuitions. Paper presented at West Coast Meeting, History and Pedagogy of Mathematics: Americas Section, San Diego, CA: Point Loma Nazarene University. (Regional)

#	Bishop, J. P., Lamb, L. L. C., Philipp. R. A., Schappelle, B. P., & Whitacre, I. (presented 2011, April). An investigation of negative-number reasoning: The case of Violet. Paper presented at the meeting of Annual Meeting of the American Educational Research Association, New Orleans, LA. (National)

#	Whitacre, I., & Nickerson, S. D. (presented 2011, February). Extending a local instruction theory for the development of number sense. Paper presented at 14th Annual Conference, Research in Undergraduate Mathematics Education, Portland, OR. (National)

#	Pierson, J., & Whitacre, I. (presented 2010, April). Intellectual work: The depth of mathematical discourse and its relationship to student learning. Paper presented at Annual Meeting, American Educational Research Association, Denver, CO. (National)

#	Whitacre, I., & Nickerson, S. D. (presented 2009, April). Adapting Japanese Lesson Study to TA professional development. Paper presented at Annual Meeting, American Educational Research Association, San Diego, CA. (National)

#	Whitacre, I., & Nickerson, S. D. (presented 2009, January). Assessing the effectiveness of inquiry-oriented teaching in the context of TA professional development. Paper presented at Joint Mathematics Meetings, American Mathematical Society & Mathematical Association of America, Washington, D.C. (National)

#	Nickerson, S. D., & Whitacre, I. (presented 2008, February). A local instruction theory of the development of number sense. Paper presented at 11th Special Interest Group, Mathematical Association of America on Research in Undergraduate Mathematics Education, San Diego, CA. (National)

#	Whitacre, I., & Nickerson, S. D. (presented 2008, January). Providing support for pre-service teachers' development of mental computation strategies. Paper presented at Joint Mathematics Meetings, American Mathematical Society & Mathematical Association of America, San Diego, CA. (National)

#	Whitacre, I. (presented 2007, February). Preservice teachers' number sensible mental computation strategies. Paper presented at Tenth Special Interest Group, Mathematical Association of America on Research in Undergaduate Mathematics Education, San Diego, CA. (National)

#	Whitacre, I., & Nickerson, S. D. (presented 2006, November). Pedagogy that makes (number) sense: a classroom teaching experiment around mental math. Paper presented at 28th Annual Meeting, North American Chapter of the International Group for the Psychology of Mathematics Education, Mérida, Yucatán, México. (International)

Invited Keynote and Plenary Presentations at Conferences

No invited keynote and plenary presentations at conferences were presented.

	Whitacre, I. (accepted). TBA. Keynote presentation to be given at 2024 Conference, FDLA/FAMTE. (State)

Refereed Presentations at Conferences

For refereed presentations at conferences, 91.7% were national, 8.3% were regional in scope.

	Bishop, J. P., & Whitacre, I. (presented 2022, June). Moving beyond the sign rules for integers. Presentation at National Conference, Cognitively Guided Instruction, Orlando, FL. (National)

	Whitacre, I., & Schoen, R. (presented 2019, June). Encouraging flexibility in reasoning about subtraction. Presentation at National Conference, Cognitively Guided Instruction, Minneapolis, MN. (National)

*	Whitacre, I., Hensberry, K., & Findley, K. (presented 2017, February). Examining the play phase of mathematics lessons involving computer simulations. Presentation at Annual Conference, Association of Mathematics Teacher Educators, Orlando, FL. (National)

*	Whitacre, I., & Kervin, T. (presented 2016, January). Using argumentative writing to promote preservice teachers' noticing of children's mathematical thinking. Presentation at Annual Conference, Association of Mathematics Teacher Educators, Irvine, CA. (National)

*	Whitacre, I., & Rumsey, C. (presented 2015). A hypothetical learning trajectory for preservice teachers' knowledge of argumentation. Presentation at Research Conference, National Council of Teachers of Mathematics, Boston, MA. (National)

*	Rumsey, C., & Whitacre, I. (presented 2015). Promoting preservice teachers' knowledge of argumentation for teaching. Presentation at Annual Conference, Association of Mathematics Teacher Educators, Orlando, FL. (National)

*	Whitacre, I., & Flack, C. (presented 2014). Learning integers through argumentation: Mapping a learning trajectory. Presentation at Research Conference, National Council of Teachers of Mathematics, New Orleans, LA. (National)

*	Bishop, J. P., Philipp, R., Whitacre, I., Stephan, M., & Jacobs, V. (presented 2013). Using integers to rethink the role of context in school mathematics. Presentation at Annual Conference, Association of Mathematics Teacher Educators, Orlando, FL. (National)

#	Whitacre, I., Lamb, L. L. C., Bishop, J. P., Philipp, R. A., Lewis, M., & Schappelle, B. P. (presented 2012, February). Children's reasoning about integers: Video clips to share with preservice teachers. Presentation at 15th Annual Conference, Research in Undergraduate Mathematics Education, Portland, OR. (National)

#	Lamb, L. L. C., Pierson, J., Whitacre, I., Schappelle, B. P., & Lewis, M. (presented 2011, January). Understanding students' conceptions of integers and implications for teacher educators. Presentation at 15th Annual Conference, Association of Mathematics Teacher Educators. (National)

#	Whitacre, I. (presented 2009, January). A simple Geometer's Sketchpad sketch for exploring ideas of function. Presentation at Joint Mathematics Meetings, American Mathematical Society and Mathematical Association of America, Washington, D.C. (National)

#	Nickerson, S. D., & Whitacre, I. (presented 2007, March). Getting prospective teachers to think about more than take-away. Presentation at Annual Conference, California Mathematics Council Community Colleges (South), Palm Springs, CA. (Regional)

Invited Lectures and Readings of Original Work

For invited lectures and readings of original work, 16.7% were international, 83.3% were local in scope.

	Schoen, R., & Whitacre, I. (2022). Word problem performance of U.S. first graders in the twentieth century and Common Core era. Delivered at National Council of Teachers of Mathematics, JRME Talks (virtual lecture series). (International)

	Whitacre, I. (2020). How do kids think about signed numbers? Delivered at COE STE Colloquium, Florida State University. (Local)

*	Whitacre, I. (2016). "Common Core math": Disentangling the issues. Delivered at FSU Math Fun Day, Florida State University. (Local)

*	Whitacre, I. (2016). Variations on play with interactive computer simulations: balancing competing priorities. Delivered at COE STE Colloquium, Florida State University. (Local)

*	Whitacre, I. (2015). Mapping the Knowledge of Mathematical Argumentation for Teaching. Delivered at COE STE Colloquium, Florida State University. (Local)

*	Whitacre, I. (2013). Studying mathematical thinking and learning. Delivered at Colloquium for Graduate Students in Mathematics and Science Education, Florida State University. (Local)

Information and Communication Technology

Computer Software Development

	Carter, C., Caro-Rora, D., McGarry, A., Perkins, K., & Whitacre, I. (contract). Number Pairs [Computer software]. PhET Interactive Simulations. 

	McGarry, A., Klusendorf, C., Vargas, L., Celedón-Pattichis, S., Paul, A., Perkins, K., & Whitacre, I. (2023). Number Play [Computer software]. PhET Interactive Simulations. Retrieved from https://phet.colorado.edu/en/simulations/number-play

This sim had been used ~273K times as of April 2023. 

	McGarry, A., Klusendorf, C., Vargas, L., Celedon-Pattichis, S., Paul, A., Perkins, K., Whitacre, I., & Hermsmeyer, M. (2023). Number Compare [Computer software]. PhET Interactive Simulations. Retrieved from https://phet.colorado.edu/en/simulations/number-compare

This sim had just been published and had already been used ~4K times as of April 2023. 

	McGarry, A., Totey, S., Blanco, J., Perkins, K., & Whitacre, I. (2021). Number Line: Distance [Computer software]. PhET Interactive Simulations. Retrieved from https://phet.colorado.edu/en/simulations/number-line-distance

This sim had been used ~185K times as of April 2023. 

	McGarry, A., Blanco, J., Paul, A., Perkins, K., & Whitacre, I. (2021). Number Line: Operations [Computer software]. PhET Interactive Simulations. Retrieved from https://phet.colorado.edu/en/simulations/number-line-operations

This sim had been used ~363K times as of April 2023. 

	McGarry, A., Blanco, J., Klusendorf, C., Totey, S., Paul, A., Perkins, K., Webb, D., & Whitacre, I. (2020). Number Line: Integers [Computer software]. PhET Interactive Simulations. Retrieved from https://phet.colorado.edu/en/simulations/number-line-integers

This sim had been used ~1.38 million times as of April 2023. 

	McGarry, A., Lin, A., Reid, S., Olson, J., Hensberry, K., Paul, A., Stade, B., & Whitacre, I. (2017). Proportion Playground [Computer software]. PhET Interactive Simulations. Retrieved from https://phet.colorado.edu/en/simulations/proportion-playground

This sim had been used ~635K times as of April 2023. 

Contracts and Grants

Contracts and Grants Funded

	Whitacre, I. (PI), Perkins, K. (Co-PI), & Celedón-Pattichis, S. (Co-PI). (Aug 2022–Jul 2025). Improving Mathematics Outcomes for Emergent Bilingual Students with the Help of Interactive Computer Simulations. Funded by William T. Grant Foundation. (MG-202677). Total award $599,530. 

	Jaber, L. Z. (PI), & Whitacre, I. (Co-PI). (Jun 2021–Jun 2022). Planning Grant: Documenting Affective Trajectories in Connection with Conceptual Learning Trajectories. Funded by FSU CRC. (None). Total award $23,770. 

	Whitacre, I. (PI). (May 2021–Aug 2021). COFRS: Investigating the Potential of Sim-based Math Activities to Support the Number Sense Development and Mathematical Discourse Practices of K–1 English Language Learners. Funded by FSU CRC. (None). Total award $20,000. 

*	Perkins, K. (PI), Hensberry, K. (Co-PI), Webb, D. (Co-PI), & Whitacre, I. (Co-PI). (Sep 2015–Aug 2018). Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-based Approach Using PhET Interactive Simulations. Funded by National Science Foundation. (1503510). Total award $2,199,109. 

*	Whitacre, I. (PI). (Sep 2015–Aug 2020). Teaching and Learning Algebraic Thinking Across the Middle Grades: A Research-Based Approach Using PhET Interactive Simulations. Funded by University of Colorado. (1552994). Total award $241,443. 

*	Akiba, M. (PI), & Whitacre, I. (Co-PI). (Aug 2014–Jul 2018). Identifying an Effective and Scalable Model of Lesson Study. Funded by National Science Foundation. (1417585). Total award $449,910. 

*	Whitacre, I. (PI). (May 2013–Aug 2013). FYAP: Investigating Children's Developing Integer Reasoning. Funded by FSU CRC. (None). Total award $20,000. 

Service

Florida State University

FSU University Service

	Member, University Committee on Faculty Sabbaticals (2023–present).

	Reviewer, COFRS Review Panel (2021–present).

*	Reviewer, Liberal Studies Review Committee (2016–present).

*	Member, Undergraduate Policy Committee (2014–2015).

FSU College Service

	Member, Academy of Scholars (2023–present).

	Mathematics Education Scholarship Reviewer, COE Scholarship Review Committee (2021–present).

	Member, Promotion and Tenure Committee (2021–2022).

	Mentor, PURPOSE (2017–2018).

*	Chair, COE Technology Committee (2015–2017).

*	Member, COE Technology Committee (2013–2015).

FSU Department Service

	Member, Curriculum Committee (2023–present).

	Year 1 Cohort Captain, Elementary Education (2020–present).

	Member, Elementary Education Specialized Faculty Search Committee (2022–2023).

	Program Coordinator, Mathematics Education (2020–2023).

	Co-organizer, Mathematics Education + Special Education (MESE) Zoom Colloquium Series (2021–2022).

Included presentations by Casey Hord, Jessica Hunt, Sarah Powell, and Barbara Dougherty. 

	Member, STE Director Search Committee (2021).

*	Chair, STE Technology Committee (2013–2020).

*	Member, STE Technology Committee (2012–2020).

	Chair, Mathematics Education Search Committee (2019).

*	Member, Elementary Science Education Assistant Professor Search Committee (2016–2017).

*	Member, International Committee (2012–2015).

The Profession

Editorial Board Membership(s)

*	Journal of Mathematical Behavior (2016–present).

Guest Reviewer for Refereed Journals

	Educational Studies in Mathematics (2022–present).

	Mathematics Education Research Journal (2022–present).

	For the Learning of Mathematics (2019–present).

*	Journal for Research in Mathematics Education (2015–present).

*	Mathematical Thinking and Learning (2014–present).

*	Cognition and Instruction (2013–present).

*	Educational Psychology Review (2013–present).

*	Educational Researcher (2013–present).

*	Journal of Mathematics Teacher Education (2013–present).

*	Journal of Mathematical Behavior (2013–16).

*	Mathematics Teaching in the Middle School (2013–16).

Reviewer or Panelist for Grant Applications

	WT Grant Foundation (2022).

*	NSF Review Panel (2016).

Service to Professional Associations

	Member, Membership Outreach Committee, Florida Association of Mathematics Teacher Educators (2023–present).

	Associate Virtual Conference Coordinator, International Consortium for Research in Science & Mathematics Education (2023–present).

*	Proposal reviewer for the research conference, (2014, 2015, 2016, 2017, 2019), National Council of Teachers of Mathematics (2014–present).

*	Proposal reviewer, (2012, 2013, 2015, 2016, 2017, 2018, 2020, 2022), North American Chapter of the International Group for the Psychology of Mathematics Education (2012–present).

#	Proposal reviewer, (2011, 2013, 2015, 2016, 2017, 2018, 2019, 2020, 2021, 2023), Association of Mathematics Teacher Educators (2011–present).

	Conference Program Committee, Association of Mathematics Teacher Educators (2024–2027).

Interviews

*	Samuel Otten. (2012). Episode 1203: Ian Whitacre. Math Ed Podcast [Podcast]. Retrieved from http://mathed.podomatic.com/entry/2012-11-25T11_22_41-08_00

The Community

	Co-teacher, Summer math classes for K–1 students, Leon County School District (2023).

Riley Elementary School. 

	Teacher, Saturday Academy: 6th and 7th Grade Math Readiness, Tallahassee Community College (2017–2019).

*	Teacher of summer math/science courses for middle-grades students, Family Learning Center, Tallahassee Public Library (2013–2017).

*	Teacher / leader, Number Talk Bootcamp, North Florida Freedom Schools (2016).

*	Teacher for Extended School Year, Learning Algebraic Thinking Through Interactive Simulations, Second Chance at Ghazvini Learning Center (2016).

*	Teacher of summer math course for upper-elementary students, Boys & Girls Clubs of the Big Bend (2014).

*	Tutor, Family Learning Center, Tallahassee Public Library (2012–2013).

Consultation

	Florida Department of Education via the Learning Systems Institute. PreK-2 Math Test Item Specifications Committee (2022–present).

	National Science Foundation. Advisory Board Member, "Characterizing and Assessing Number Sense in Third Through Eighth Grade Students" (2021–present).

Nicole McNeil (PI). 

*	Florida Department of Education. Developing of Florida Teacher Certification Exams: Standard setting, item specifications, item validation, and key validation (2013–present).

*	Professional activities that occurred prior to my last promotion review.
#	Professional activities that occurred prior to my employment at FSU.