Shannon Dingman Source Confirmed

Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.

Federal Grant PI

Researcher

University of Arkansas at Fayetteville

faculty

10 h-index 27 pubs 345 cited

Research Areas

Teacher Education and Leadership Studies Innovative Teaching and Learning Methods Education Systems and Policy Engineering Education and Pedagogy Higher Education Research Studies

Links

Research Group

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OverviewAI-generated summary

Shannon Dingman's research focuses on understanding and improving mathematics teacher education and professional development. Dingman's work investigates the cognitive processes involved in teachers' curricular reasoning, aiming to develop frameworks for analyzing their decision-making regarding curriculum implementation. This research is supported by significant federal funding, including a $546,048 NSF grant where Dingman serves as Principal Investigator for a project quantifying curricular reasoning as a critical practice in teaching mathematics.

Additional federal support includes a $1,444,960 NSF grant as Co-PI for a project enhancing STEM teacher agency through authentic experiences. Dingman's publications examine the nature of "common" mathematical concepts in middle grades, explore geometric principles, and analyze official and intended curricula. The research group led by Dingman also contributes to training future computational scientists through undergraduate courses.

Dingman's scholarly output is reflected in an h-index of 10 and over 345 citations across 27 publications. Key collaborators include Tülin Kaman and Nama Namakshi from the University of Arkansas at Fayetteville, with whom Dingman shares publications.

Metrics

  • h-index: 10
  • Publications: 27
  • Citations: 345

Selected Publications

  • Unpacking Teachers’ Curricular Reasoning (2025) DOI
  • Analyzing the Official and Intended Curricula (2024) DOI
  • Our Journey Through Data Analysis to Develop a Model of Curricular Reasoning (2024) DOI
  • What is “Common” in Middle Grade Mathematics? (2022) DOI
  • Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers’ Curricular Decisions (2021) DOI
  • Geometric Reflections: Why Should They Not Be Just a Flip? (2021) DOI

Federal Grants 2 $1,991,008 total

NSF PI

Collaborative Research: Quantifying Curricular Reasoning as a Critical Practice in Teaching Mathematics

Discovery Research K-12 $546,048
NSF Co-PI

Enhancement of STEM Teacher Agency Through Authentic Experiences in Mathematics and Science

Robert Noyce Scholarship Pgm $1,444,960

Collaborators

Researchers in the database who share publications

Tülin Kaman University of Arkansas at Fayetteville 1 shared publication Nama Namakshi University of Arkansas at Fayetteville 1 shared publication

Similar Researchers

Based on overlapping research topics

Shawn E. Bell University of Arkansas at Fayetteville
Teacher Education and Leadership Studies Innovative Teaching and Learning Methods Education Systems and Policy
Strong match 4 shared topics
Nama Namakshi University of Arkansas at Fayetteville
Teacher Education and Leadership Studies Innovative Teaching and Learning Methods Education Systems and Policy
Strong match 4 shared topics
Shelley McNally University of Arkansas at Fayetteville
Teacher Education and Leadership Studies Innovative Teaching and Learning Methods Education Systems and Policy
Strong match 4 shared topics
Karen Leonard University of Arkansas at Little Rock
Teacher Education and Leadership Studies Innovative Teaching and Learning Methods Education Systems and Policy
Strong match 4 shared topics
Carl Stark Henderson State University
Innovative Teaching and Learning Methods Education Systems and Policy Engineering Education and Pedagogy
Strong match 4 shared topics
John L. Krohn Arkansas Tech University
Innovative Teaching and Learning Methods Education Systems and Policy Engineering Education and Pedagogy
Strong match 4 shared topics