Faculty ProfileEMPHASIS AREA: LMS, MTH. Adaptive Expertise; Learning and Cognition; Learning in Informal Settings; Mathematics Education
Lee Martin Associate Professor and Chancellor's Fellow
“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 is chair of the Graduate
Group in Education and is principle investigator for the
Beta Lab research group. He 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
Martin, L., & Gourley-Delaney, P. (2014). Students’ images of
mathematics. Instructional Science, 42(2), 595-614. DOI
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
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.
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 ,
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.
The Beta 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.
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.