Profile: Gerald A. Goldin | Graduate School of Education

Profile: Gerald A. Goldin

University Director, Science and Mathematics Partnerships; Professor

Faculty

P.I. for the MetroMath Center (2005-2010)

 

Professional Affiliations:

  • Member Graduate Faculty in Mathematics, Graduate Faculty in Physics, and Graduate Faculty in Education
  • Permanent Member of the Center for Discrete Mathematics and Theoretical Computer Science (DIMACS)
  • Associate of the Center for Mathematics, Science, and Computer Education
  • Divisions

    Department of Learning & Teaching

    Department of Mathematics

    Department of Physics

  • Education

    Ph.D., Princeton University

  • Publications

    G. A. Goldin (2010), Reflections on a journey in mathematics education research. Mediterranean Journal for Research in Mathematics Education 9, Number 1, pp. 1-18

    G. A. Goldin (2009), The affective domain and students’ mathematical inventiveness. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in Mathematics and the Education of Gifted Students. Rotterdam: Sense Publishers, pp. 181-194.

    G. A. Goldin, B. Rösken, & G. Törner (2009), Beliefs – No longer a hidden variable in mathematics teaching and learning processes. In J. Maass & W. Schlöglmann (Eds.), Beliefs and Attitudes in Mathematics Education: New Research Results.Rotterdam: Sense Publishers, pp. 1-18.

    .G. A. Goldin (2008), Perspectives on representation in mathematical learning and problem solving. In L. D. English (Ed.), Handbook of Int’l. Research in Mathematics Education, Second Edition.Routledge - Taylor and Francis, 176-201.

    G. A. Goldin (2007), Aspects of affect and mathematical modeling processes. In R .A. Lesh, E. Hamilton, & J. J. Kaput (Eds.), Foundations for the Future in Mathematics Education. Mahwah, NJ: Erlbaum, 281-296.

    G. A. Goldin, (2003) Developing Complex Understandings: On the Relation of Mathematics Education Research to Mathematics. In R. Even and D. Loewenberg Ball (Guest Eds.), Special Issue. Educational Studies in Mathematics, 54, Nos. 2-3, 171-202.

     G. A. Goldin, (2003) Representation in School Mathematics: A Unifying Research Perspective.  In J. Kilpatrick, W. G. Martin and D. Schifter (Eds.), A Research Companion to Principles and Standards for School Mathematics. Reston, Virginia: The National Council of Teachers of Mathematics, 275-285.

    G. A. Goldin, (2002) Affect, Meta-Affect, and Mathematical Belief Structures. In G. C. Leder, E. Pehkonen, and G. Törner (Eds.), Beliefs: A Hidden Variable in Mathematics Education?  Dordrecht, The Netherlands: Kluwer Academic Publishers, 59-72.

    G. A. Goldin and N. Shteingold, (2001) Systems of Representation and the Development of Mathematical Concepts. In A. A. Cuoco and F. R. Curcio (Eds.), The Roles of Representation in School Mathematics [2001 Yearbook of the National Council of Teachers of Mathematics]. Reston, Virginia: National Council of Teachers of Mathematics, 1-23.

  • Research Initiatives

    Mathematics education, including systems of internal and external representation, affect, engagement, and motivation in mathematics classrooms.

    Theoretical and mathematical physics, including foundations of quantum physics,nonlinear elctrodynamics and quantum mechanics, current algebra and group representations

    Mathematical learning and problem solving, theoretical physics.

  • 848-445-3538
  • geraldgoldin@dimacs.rutgers.edu
  • 118 Frelinguysen Road
    Room 241
    Piscataway, NJ 08554
     
  • By appointment