Suzanne Rushton Harper

Department of Mathematics

207 Bachelor Hall

Oxford, Ohio 45056-3414


Ph.D., University of Virginia, Mathematics Education

M.S., Florida State University, Mathematics Education

B.A., Hollins College, Mathematics & Computer Science



Professor, Miami University, Department of Mathematics, (2014-present)

Associate Professor, Miami University, Department of Mathematics, (2008-2014)

Assistant Professor, Miami University Department of Mathematics & Statistics, (2002-2008)

Lecturer, University of Virginia, Department of Curriculum, Instruction & Special Education, (2001-2002)

Graduate Fellow, Center for Technology and Teacher Education (1997-2001)

Lecturer, Hollins College, Department of Mathematics & Statistics, (1997-1998)



Harper, S.R., Cox, D.C., & Keiser, J.M. (accepted 2019). The impact of defining activity on the beliefs of prospective elementary teachers. Accepted to the Topic Study Group 28: Preservice Mathematical Teacher Education at Primary Level of the the 14th International Congress on Mathematical Education  Conference Proceedings. Shanghai, China.


Harper, S.R., & Cox, D.C. (2019). A longitudinal study of inservice teachers' vision for teaching with technology. In Otten, S., Candela, A.G., de Araujo, Z., Haines, C., & Munter, C. (Eds.) Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 599-600). St. Louis, MO: University of Missouri. Available:


Cox, D., Harper, S.R., & Keiser, J.M. (2018). Reflecting on the act of defining. In T.E. Hodges, G. J. Roy, & A. M. Tyminski, (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 735-738). Greenville, SC: University of South Carolina & Clemson University. Available:

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. 

Harper, S.R., & Cox, D.C. (2018). Screencasting to study creative insight and create records of authentic problem solving practice. In J. Foster (Ed.) Proceedings of the 29th annual International Conference on Technology in Collegiate Mathematics [ICTCM]. Available:

Cox, D.C., & Harper, S.R. (2017). Using narratives to articulate mathematical problem solving and posing in a technological environment. 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. Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators. Available:

Harper, S.R., & Cox, D.C. (2017). 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.


Lee, H.S., Kersaint, G., Harper, S.R., Driskell, S.O., Jones, D., Leatham, K., Angotti, R., & Adu-Gamfi, K. (2014). Teachers' use of transnumeration in solving statistical tasks with dynamic statistical software. Statistics Education Research Journal, 13(1), 25-52.


Naresh, N., Harper, S.R., Keiser, J.M., & Krumpe, N. (2014). Probability explorations in a cultural context. Mathematics Teacher, 108(3), 184-192.


Edwards, M.T., Harper, S.R., Quinlan, J., Phelps, S., & Cox, D. (2014). Cultivating deductive thinking with angle chasing. Mathematics Teacher, 107(6), 426-431.


Edwards, M.T., Harper, S.R., & Klein, R.M. (2013). And now this problem: Neil Postman, technology, and the secondary school mathematics curriculum. In M. Clough, J. Olson, & D. Niederhauser (Eds.) The Nature of Technology: Implications for Teaching and Learning (pp. 157-182). Boston, MA: Sense Publishers.


Edwards, M.T., Harper, S.R., & Cox, D. (December 2012/January 2013). Authentic tasks in a standards-based world. Mathematics Teacher, 106(5), 346-353.


Edwards, M.T., Harper, S.R., Shay, N., & Edwards, J.F. (2012). Sample course 4: Adolescent mathematics II. In J.W. Nutta, K. Mokhtari, & C. Strebel (Eds.), Preparing every teacher to reach English learners: A practical guide for teacher educators (pp. 163-166). Cambridge, MA: Harvard Education Press. Awarded the American Association of Colleges for Teacher Education 2013 Outstanding Book Award.

Lee, H. S., Kersaint, G., Harper, S., Driskell, S. O., & Leatham, K. R. (2012). Teachers' statistical problem solving with dynamic technology: Research results across multiple institutions. Contemporary Issues in Technology and Teacher Education, 12(3). Retrieved from Manuscript awarded the National Technology Leadership Initiative Award.

Harper, S.R., & Cox, D.C. (2012). Developing TPACK alongside professional vision of teaching mathematics with technology. In L.R. Van Zoest, J.-J. Lo, & J.L. Kratky (Eds.) Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1073-1080). Kalamazoo, MI: Western Michigan University. Available:


Miami University Associated Student Government 2019 Outstanding Professor Award Nominee

Miami University Excellence in Academic Advising 2019 Nominee

Miami University Center for Teaching Excellence Faculty Commendation for Positive Influence on Students 2010, 2012 (Top 100 Faculty), 2013, 2014, 2015, 2016, 2017 (Top 100 Faculty), and 2018

National Technology Leadership Initiative Fellowship in Mathematics Education 2004 & 2012

Miami University National Society of Leadership and Success, Excellence in Teaching Award 2012

Miami University Alumni Association Effective Educator Award Nominee 2008-09 & 2010-11

Miami University M. Pauline Priest Barney Mathematics Fellowship 2011 & 2018



Technology in the teaching and learning of K-12 mathematics;

Content knowledge of prospective mathematics teachers; and

Teaching and learning of geometry.