Faculty ProfileEMPHASIS AREA: LMS, MATH. Adaptive Expertise; Learning and Cognition; Learning in Informal Settings; Mathematics Education
Lee Martin Associate Professor
“When young people are interested in the things they are working with, when they feel like their activities align with their sense of themselves and their possible futures, and when they feel connected to the community they are working within, tremendous amounts of learning can occur. (Martin, 2015)
Lee Martin studies people’s efforts to enhance their own learning environments, with a particular focus on mathematical thinking and learning. In everyday settings, he looks at the varied ways in which people assemble social, material, and intellectual resources for problem solving and learning. In school settings, he looks to find ways in which schools might better prepare students to be more resourceful and flexible in fostering their own learning.
Adaptive Expertise; Learning and Cognition; Learning in Informal Settings; Mathematics Education; The Maker Movement
Ph.D., Education – Stanford University
B.A.S., Mathematics and Linguistics, University of California, Davis
Sakkal, A., & Martin, L. (in press). Learning to rock: The role of prior experience and explicit instruction on learning and transfer in a music videogame. To appear in International Journal of Learning and Media.
Dixon, C., & Martin, L. (2014). “Make to relate: Narratives of, and as, community practice.” In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A., S., O’Connor, K., Lee, T., & D’Amico, L. (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS) 2014. Boulder, CO (pp. 1591-1592).
White, T., & Martin, L. (2014). Mathematics and mobile learning. Tech Trends 58(1), 64-70.
Martin, L., & Gourley-Delaney, P. (2014). Students’ images of mathematics. Instructional Science, 42(2), 595-614. DOI 10.1007/s11251-013-9293-2.
Martin, L., & Schwartz, D. (2013). Conceptual innovation and transfer. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change, 2nd edition (pp. 447-465). New York: Routledge. (link to book).
Esmonde, I., Blair, K. P., Goldman, S., Martin, L., Jimenez, O., & Pea, R. (2013). Math I Am: What we learn from stories that people tell about math in their lives. In B. Bevan, P. Bell, R. Stevens & A. Razfar (Eds.), LOST opportunities: Learning in out of school time (pp. 7-27). Netherlands: Springer. (link , preprint)
Martin, L., White, T., Cortes, A., Huang, J. (2013). “Fostering Math Engagement with Mobiles.” In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), Proceedings of the Computer Supported Collaborative Learning Conference (CSCL) 2013. Madison, WI (pp. 97-100).
Martin, L. (2012). Connection, translation, off-loading, and monitoring: A framework for characterizing the pedagogical functions of educational technologies. Technology, Knowledge and Learning. doi: 10.1007/s10758-012-9193-6. (link)
White, T., Booker, A., Carter Ching, C., & Martin, L. (2012). Integrating digital and mathematical practices across contexts: A manifesto for mobile learning. International Journal of Learning and Media 3(3), 7-13. (link)
Martin, L., & Goldman, S. (2010). Family inheritance: Parallel practices of financial responsibility in families. In Lin, L., Varenne, H., and Gordon, E. W., (Eds.) Educating comprehensively: Varieties of educational experiences. Lewiston, NY: The Edwin Mellen Press. (link)
Pea, R. D., & Martin, L. (2010). Values that occasion and guide mathematics in the family. To appear in K. O’Connor & W. R. Penuel (Eds.), Research on learning as a human science. New York: Teachers College Press. (link , preprint)
Martin L. & Schwartz, D. L. (2009). Prospective adaptation in the use of external representations. Cognition and Instruction, 24(7), 1-31. (link , preprint)
Martin, L. Goldman S. & Jimenez, O. (2009). The tanda: A practice at the intersection of mathematics, culture, and financial goals. Mind, Culture & Activity, 16(4), 1-14. (link)
Martin, L. (Summer 2008). “An aesthetic for adaptations: Going beyond knowledge and skills in explanations of adaptations.” Proceedings of the 8th International Conference of the Learning Sciences, Utrecht, The Netherlands. (link)
Schwartz, D. L., Varma, S., & Martin, L. (2008). Dynamic transfer and innovation. In S. Vosniadou (ed.), International Handbook of Research on Conceptual Change (pp. 479-506). New York: Routledge. (link to book , preprint)
Schwartz, D. L., Chang, J., & Martin, L. (2008). Innovation and instrumentation: Taking the turn to efficiency. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.), Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching (pp. 47-67). New York: Routledge. (link to book, preprint)
The β-lab at UC Davis studies how young people learn and develop through participation in making and the Maker Movement. We investigate the nature of learning that occurs during extended, youth-driven maker projects, and we design learning environments and tools to support learning through making.
Follow us on Twitter @UCDBetaLab.
Principle Investigator: Lee Martin, assistant professor of education
Graduate Students: Colin Dixon, Danielle Hagood, Sagit Betser
The “Maker Movement” brings together engineers, hobbyists, artists, and tinkerers to design, build, and repurpose materials that are “playful, creative, yet also technically sophisticated and ambitious,” according to Assistant Professor Lee Martin.
This kind of “tinkering” or making, especially among young people, can lead to careers in engineering. Unfortunately, according to Martin, playful, creative and ambitious project-based learning is often missing in K-12 settings, leaving many youth with no pathway to this critical field of study.
Most educators recognize the ubiquity of mobile devices in the lives of their students and too often see them only as competition to learning in the classroom. Two researchers at the UC Davis School of Education are exploring another possibility: that mobile devices have the potential to bridge formal and informal learning, particularly in mathematics, and can be leveraged to increase student engagement in learning math.
Professors Tobin White and Lee Martin have penned an article on how schools can leverage the ways students are already using mobile digital devices to organize and support learning activities in STEM content areas in the November/December 2012 issue of Leadership, a magazine published by the Association of California School Administrators.
Their article, which “calls attention to opportunities, often missed, to capitalize on emerging media for innovative and even transformative educational use,” appears on pp. 22-26. Access the magazine online here.