Dana Christine Cox
Department of Mathematics
209 Bachelor Hall
Oxford, Ohio 45056-3414
Ph.D., Western Michigan University, Mathematics Education
M.A., Western Michigan University, Counselor Education and Counseling Psychology
B.A., Hope College, Mathematics & German
ACADEMIC & PROFESSIONAL EXPERIENCE
Associate Professor, Miami University (2014-present)
Assistant Professor, Miami University (2008-2014)
Fellow, Service, Teaching and Research (STAR) in Mathematics Education (2009-Present)
Doctoral Fellow, Center for the Study of Mathematics Curriculum (2004-2008)
Secondary Mathematics Teacher (1997-2004)
Lo, J-J, & Cox, D.C. (In Press). Reasoning about composite shapes with transformations. Mathematics Teaching in the Middle School.
Chapman, O., Kastberg, S., Suazo-Flores, E., Cox, D. & Ward, J. (In Press) Mathematics teacher educators’ learning through self-based methodologies. In K. Beswick (Ed.), International handbook of mathematics teacher education.
Simon, L. M., & Cox, D. C. (Online first, August 2019). The role of prototyping in mathematical design thinking. Journal of Mathematical Behavior.
Fernandez, E., Benzing, A., Snow, M., Grossman, J., Mateas, V., Cox, D., & Bolognese, C. (2019). Motivating mathematics: Why do you do what you do? The Mathematics Teacher, 112(7), 484-484.
Cox, D.C. (2019). Toward an empathetic understanding of scholarship. Revista Brasileira de Pesquisa (Auto)biográfica, 4(10). 68-79.
Cox, D.C., Harper, S.R., & Edwards, M.T. (2018). Screencasting as a tool to capture moments of authentic creativity. In V. Freiman & J. Tassell, (Eds.), Creativity and technology in mathematics education (Vol. 9 in Mathematics education in the digital era series) (pp. 33-57). New York: Springer.
Lopes, C. E. & Cox, D. C. (2018). The impact of culturally responsive teaching on statistical and probabilistic learning of elementary children. In A. Leavy, M. Meletiou-Mavrotheris & E. Paparistodemou (Eds.), Statistics in early childhood and primary education: Supporting early statistical and probabilistic thinking (pp. 75-88). Singapore: Springer.
Cox, D. C., Meicenheimer, J., & Hickey, D. (2017). Eliciting and using evidence of student thinking: Giving students voice. In D. A. Spangler & J. J. Wanko (Eds.), Enhancing classroom practice (pp. 89–98). Reston, VA: National Council of Teachers of Mathematics.
Harper, S. R., & Cox, D. C. (2017a). Quickfire challenges to inspire problem solving. Mathematics Teacher, 110(9), 686-692.
Cox, D.C. & Harper, S.R. (2016). Documenting a developing vision of teaching mathematics with technology. In M.L. Niess, S. Driskell & K. Hollebrands, (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 166-189). Hershey, PA: IGI Global.
D’Ambrosio, B.S. & Cox, D.C. (2015). An examination of current methodologies in mathematics education through the lenses of purpose, participation, and privilege. Revista Perspectivas da Educação Matemática 8 (18), 687-708.
Technology in the teaching and learning of K-12 mathematics;
Curriculum design; and
Teaching and learning of geometry proportional reasoning.
CURRICULM VITAE (2019)