Shannon Dingman
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Researcher
Also affiliated: University of Missouri (2006–2007)
Faculty Researcher
Research Areas
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Biography and Research Information
OverviewAI-generated summary
Shannon Dingman's research focuses on understanding and conceptualizing curricular reasoning within mathematics education. This work investigates how mathematics teachers make decisions about curriculum, aiming to develop frameworks for examining these processes. Publications explore the nature of "common" elements in middle grade mathematics and analyze official versus intended curricula. Dingman also contributes to the development of computational science education through the creation of new undergraduate courses.
Dingman leads a research group and has received significant federal funding for this work. A National Science Foundation (NSF) grant of $546,048 supports collaborative research aimed at quantifying curricular reasoning as a critical practice in teaching mathematics, with Dingman serving as Principal Investigator (PI). Additionally, Dingman is a Co-PI on an NSF grant totaling $1,444,960, focused on enhancing STEM teacher agency through authentic experiences in mathematics and science.
With a recent publication in 2025, Dingman remains an active researcher. Scholarship metrics include an h-index of 10 and 346 total citations across 27 publications. Key collaborators include Tülin Kaman, Nama Namakshi, Hailey Pullman, and Steven Homem, all from the University of Arkansas at Fayetteville.
Metrics
- h-index: 10
- Publications: 27
- Citations: 349
Selected Publications
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Unpacking Teachers’ Curricular Reasoning (2025)
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Analyzing the Official and Intended Curricula (2024)
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Our Journey Through Data Analysis to Develop a Model of Curricular Reasoning (2024)
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What is “Common” in Middle Grade Mathematics? (2022)
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Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers’ Curricular Decisions (2021)
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Geometric Reflections: Why Should They Not Be Just a Flip? (2021)
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Research Commentary: Analysis of Curriculum Standards: An Important Research Area (2016)
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State-level actions following adoption of common core state standards for mathematics (2013)
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Common Mathematics Standards in the United States (2013)
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Quantitative Reasoning in the Contemporary World, 3: Assessing Student Learning (2011)
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Quantitative Reasoning in the Contemporary World, 1: The Course and Its Challenges (2010)
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Quantitative Reasoning in the Contemporary World, 2: Focus Questions for the Numeracy Community (2010)
Federal Grants 2 $1,991,008 total
Enhancement of STEM Teacher Agency Through Authentic Experiences in Mathematics and Science
Collaboration Network
Top Collaborators
- Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers’ Curricular Decisions
- Geometric Reflections: Why Should They Not Be Just a Flip?
- Unpacking Teachers’ Curricular Reasoning
- Our Journey Through Data Analysis to Develop a Model of Curricular Reasoning
- Analyzing the Official and Intended Curricula
- Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers’ Curricular Decisions
- Geometric Reflections: Why Should They Not Be Just a Flip?
- Our Journey Through Data Analysis to Develop a Model of Curricular Reasoning
- Analyzing the Official and Intended Curricula
- Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers’ Curricular Decisions
- Geometric Reflections: Why Should They Not Be Just a Flip?
- Our Journey Through Data Analysis to Develop a Model of Curricular Reasoning
- Analyzing the Official and Intended Curricula
- Unpacking Teachers’ Curricular Reasoning
- Unpacking Teachers’ Curricular Reasoning
- Unpacking Teachers’ Curricular Reasoning
- What is “Common” in Middle Grade Mathematics?
- What is “Common” in Middle Grade Mathematics?
- What is “Common” in Middle Grade Mathematics?
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