Tobin White studies the use of technology in teaching and learning mathematics. His current research, using classroom networks of handheld calculators and computers, involves designing collaborative problem-solving tools and activities in order to investigate intersections between conceptual and social dimensions of mathematics learning. With a $650,000 grant from the National Science Foundation—a prestigious Faculty Early Career Development (CAREER) award—White is conducting a five-year project to investigate whether this approach can support students’ learning of algebra.

Research Interests

Collaborative learning; Learning and Cognition; Mathematics Education; Technology in Mathematics; Technology in Science; Technology in Teaching and Learning

Education

* Ph.D., Mathematics Education – Stanford University, 2005
* M.S., Science and Technology Studies – Virginia Tech, 1996
* B.A., Bates College, 1994

Select Publications

Journal Articles:

• Lai, K. & White, T. (in-press). Exploring quadrilaterals in a small group computing environment. Computers & Education.
• White, T., Booker, A., Carter Ching, C. & Martin, L. (in-press). Integrating digital and mathematical practices across contexts: A manifesto for mobile learning. International Journal of Learning and Media, 3(3).
• White, T., Wallace, M., & Lai, K. (2012). Graphing in groups: Learning about lines in a collaborative classroom network environment. Mathematical Thinking and Learning, 14(2), 149-172.
• White, T. & Pea, R. (2011). Distributed by design: On the promises and pitfalls of collaborative learning with multiple representations. Journal of the Learning Sciences, 20(3), 489-547.
• White, T. (2009). Encrypted objects and decryption processes: Problem-solving with functions in a learning environment based on cryptography. Educational Studies in Mathematics, 72(1), 17-37.
• White, T. (2008). Debugging an artifact, instrumenting a bug: Dialectics of instrumentation and design in technology-rich learning environments. International Journal of Computers for Mathematical Learning, 13(1), 1-26.
• White, T. (2006). Code talk: Student discourse and participation with networked handhelds. International Journal of Computer-Supported Collaborative Learning, 1(3), 359-382.

Book Chapters:

• White, T. (in-press). Networked technologies for fostering novel forms of student interactions in high school mathematics classrooms. In C. Mouza & N. Lavigne (Eds.), Emerging Technologies for the Classroom: A Learning Sciences Perspective. Springer.

Refereed Proceedings:

• Sutherland, S. & White, T. (2011). Differentiating algebraic equivalences in classroom networks. In T. Lamberg (Ed.), Proceedings of the 33rd Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 33), Reno, October 20-23, 2011.
• White, T., Sutherland, S. & Lai, K. (2010). Constructing collective algebraic objects in a classroom network. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp. 1523-1530. Columbus, OH: The Ohio State University.
• Lai, K. & White, T. (2010). Developing students’ geometric reasoning in a networked computer environment. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp. 565-572. Columbus, OH: The Ohio State University.
• White, T. & Brady, C. (2010). Space and time in classroom networks: Mapping conceptual domains in mathematics through collective activity structures. In K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the International Conference of the Learning Sciences. University of Illinois at Chicago: Chicago, IL.
• Abrahamson, D. & White, T. (2008) Artifacts and aberrations: On the volatility of design research and the serendipity of insight. In G. Kanselaar, J. van Merriënboer, P. Kirschner, & T. de Jong (Eds.), Proceedings of the International Conference of the Learning Sciences. Utrecht, Netherlands.
• White, T. (2007). Representations and participation: Linking mathematical and social relationships. In T. Lamberg & L. Wiest (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, NV: University of Nevada, Reno.
• White, T., Lai, K. & Kenehan, G. (2007). Designing collaborative mathematics activities for classroom device networks. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the Biennial Conference on Computer Supported Collaborative Learning. NJ: Rutgers University.
• White, T. (2005). Deciphering students’ developing conceptions of functions in a collaborative computing environment. In G. M. Lloyd, M. Wilson, J. L. M. Wilkins, & S. L. Behm (Eds.), Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Roanoke, VA: Virginia Tech.
• White, T. (2004). Decoding collaborative learning in a wireless handheld computing environment. McDougall, D.E. & Ross, J.A. (Eds.). Proceedings of the twenty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 26(3): 1441-1447.
• Goldman, S., Pea, R., Maldonado, H., Martin, L. and White, T (2004). Functioning in the Wireless Classroom. Proceedings of the second IEEE international Workshop on Wireless and Mobile Technologies in Education. JungLi, Taiwan, March 2004.
• White, T (2002). Technological dilemmas: A guide to selecting and implementing resources for secondary mathematics. Proceedings of the Instruction Society for Information Technology & Teacher Education International Conference. Nashville, TN, March 2002.

Funded Research

• ​2008-2013 CAREER Grant, National Science Foundation. “Collaborative Learning with Classroom Networks: Integrating Technological and Pedagogical Innovations,” $649,312.
• 2007 CRESS Center, School of Education, UC Davis. “Collaborative Mathematics with Classroom Networks,” $7865.
• 2005 UC Davis Committee on Research Grant to Promote Extra-Mural Funding. “Building Understanding of Functions with Collaborative Handheld Technology,” $30,000.

Professional Activities and Service

• Editorial Board Member, the International Journal of Computer-Supported Collaborative Learning
• Ad hoc reviewer for: The Journal of the Learning Sciences, Journal for Research in Mathematics Education, Interactive Learning Environments
• Program Committee Member, Computer Supported Collaborative Learning 2011 Conference, Hong Kong
• Program Chair, AERA Special Interest Group: Learning Sciences (2007-2009)
• Member of the following professional organizations: International Society of the Learning Sciences, Psychology of Mathematics Education, North American Chapter, American Educational Research Association, National Council of Teachers of Mathematics

Honors and Awards

• 2012 AERA Division C Jan Hawkins Award for Early Career Contributions to Humanistic Research & Scholarship in Learning Technologies

Courses Taught at UC Davis

• EDU 211: Sociocultural and Situative Perspectives on Learning and Cognition
• EDU 257: Computer Technology in Mathematics and Science Education
• EDU 110: Introduction to Educational Psychology
• EDU 122: Children, Learning and Material Culture