Faculty Profile

Lee Martin
Assistant Professor

December 11, 2009

“Family life appears to offer unique opportunities to learn mathematical and financial lessons that are most often not available in formal educational settings, and for that reason we have adopted a term unique to families, inheritance, to characterize this process. We believe that these opportunities should not be thought of as merely supplementary to school math, but should be considered as primary mathematical activities. (Martin & Goldman, in press)

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.

Research Interests

Adaptive Expertise; Learning and Cognition; Learning in Informal Settings; Mathematics Education

Education

Ph.D., Education – Stanford University
B.A.S., Mathematics and Linguistics, University of California, Davis

Select Publications

Martin, L., & Goldman, S. (in press). Family inheritance: Parallel practices of financial responsibility in families. To appear in Lin, L., Varenne, H., and Gordon, E. W., (Eds.) Educating comprehensively: Varieties of educational experiences. Lewiston, NY: The Edwin Mellen Press
Esmonde, I., Blair, K.P., Goldman, S., Martin, L., Jimenez, O., & Pea, R. (in press). Math I am: What we learn from stories that people tell about math in their lives. In B. Bevan, P. Bell, & R. Stevens (Eds.). Learning outside school time. NY: Springer.
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)
Martin L. & Schwartz, D. L. (2009). Prospective adaptation in the use of external representations. Cognition and Instruction, 24(7), 1-31. (link)
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)
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)