RUTH HEATON, PhD
Associate Professor
Department of Teaching, Learning, and Teacher Education
214A Henzlik Hall
University of Nebraska-Lincoln
Lincoln, Nebraska 68588-0371
(402) 472-1991
Biography
Ruth Heaton received her doctorate in Curriculum, Teaching, and Educational Policy from Michigan State University in 1994. She is currently an Associate Professor in the Center for Curriculum and Instruction at the University of Nebraska-Lincoln teaching undergraduate and graduate courses in mathematics education. Heaton's major area of research is teacher learning. She was co-principal investigator of Math Matters, an NSF funded project at the University of Nebraska-Lincoln with the primary goal to improve the mathematical and pedagogical preparation of future elementary teachers. The main focus of the project was to provide a year long experience for a cohort of UNL students aimed at integrating math content courses with methods courses and practicum experiences. Dr. Heaton and Dr. Jim Lewis, Chair of the Department of Mathematics and Statistics, were the instructors of the course. While funded by NSF as a program development project, Drs. Heaton and Lewis are also using Math Matters as a site for continued inquiry into two major research questions: What do teachers need to know to teach mathematics in meaningful ways to children and how best are they going to learn it? Drs. Heaton and Lewis are now studying the mathematical practices of the graduates of Math Matters in the first few years of teaching.
Recent Publications
Journal Articles
Youngquist, J., Edwards, C. P., & Heaton, R. M. (2004). Collaboration as a foundation for the project approach in a family child care setting. Young Children, 59, 28-34.
Curtright, E., Emry, R., Heaton, R., & Markwell, J. (2004). Facilitating student understanding of buffering by an integration of mathematical and chemical concepts. Biochemistry and Molecular Biology Education, 32, 71-77.
Heaton, R. M., & Mickelson, W. T. (2002). Learning and teaching statistical investigation in teaching and teacher education. Journal of Mathematics Teacher Education.
Lampert, M., Heaton, R., & Ball, D. (1994). Using technology to support a new pedagogy of teacher education. Journal of Special Education Technology, 3, 276-289.
Heaton, R. M. (1992). Who is minding the mathematics content? A case study of a fifth-grade teacher. Elementary School Journal, 93, 153-162.
Prawat, R. S., Remillard, J., Putnam, R. T., & Heaton, R. M. (1992). Teaching mathematics for understanding: Case studies of four fifth-grade teachers. Elementary School Journal, 93, 145-152.
Putnam, R. T., Heaton, R. M., Prawat, R. S., & Remillard, J. (1992). Teaching mathematics for understanding: Discussing case studies of four fifth-grade teachers. Elementary School Journal, 93, 213-228.
Book Chapters
Mickelson, W. T., & Heaton, R. M. (2004). Primary teachers’ statistical reasoning about data. In D. Ben-Zvi & J. Garfield (Eds.), The challenge of developing statistical literacy, reasoning, and thinking. Netherlands: Kluwer Press.
Books
Heaton, R. M. (2000). Teaching mathematics to the new standards: Relearning the dance. New York: Teachers College Press.
Research Projects
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| NSF | |
| Role: co-PI | 2004-2009 |
Preparing Mathematicians to Educate Teachers |
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| NSF | |
| Role: co-PI | 2002-2005 |
A Consortium for Collaborative Inquiry: Documentation, Standards, and Technology in Early Childhood Teacher Education |
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| National Center for Information Technology in Education | |
| Role: co-PI | 2003-2004 |
