Faculty ProfileEMPHASIS AREA: LMS, MTH. Collaborative learning; Learning and cognition; Mathematics education; Technology in mathematics; Technology in science; Technology in teaching and learning
Tobin White Associate Professor
Tobin White studies the use of technology in teaching and learning mathematics. He has a particular interest in using mobile computing to support novel approaches to engaging learners with STEM content and practices. Using a design-based research approach, he develops collaborative problem-solving tools and activities in order to investigate intersections between conceptual and social dimensions of learning. A former high school mathematics teacher himself, he has also worked for more than a decade in teacher preparation.
Collaborative learning; Learning and Cognition; Mathematics Education; Technology in Mathematics; Technology in Science; Technology in Teaching and Learning
White, T. (2017). Technology-mediated learning environments. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning. Sage.
Brady, C., White, T., Davis, S. and Hegedus, S. (2013). SimCalc and the Networked Classroom. In S. Hegedus & J. Roschelle (Eds.), Democratizing Access to Important Mathematics through Dynamic Representations: Contributions and Visions from the SimCalc Research Program (pp. 99-121). Advances in Mathematics Education Series, Springer.
Hardy, L. & White, T. (2016). Making sense of making waves: Co-constructing knowledge and group understanding without conceptual convergence. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), “Transforming learning, empowering learners,” Proceedings of the International Conference of the Learning Sciences (ICLS) 2016. Singapore: National Institute of Education.
Huang, W., White, T., Sutherland, S. & Cheng, H. (2015). Mathematical meaning-making through robot motion. In T. Bartell & K. Bieda (Eds.), Proceedings of the 37th Conference of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). East Lansing, MI: PME-NA.
Hardy, L. & White, T. (2015). Meaning-making in collaborative activity: Effort toward coherent, but not shared, interpretations of the problem. In T. Koschmann, P. Häkkinen, & P. Tchounikine (Eds.), “Exploring the material conditions of learning: opportunities and challenges for CSCL,” the Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference Gothenburg, Sweden: ISLS.
Sutherland, S., White, T., Huang, J., & Cheng, H. (2014). Making mathematical meaning through robot enactment of mathematical constructs. Proceedings of the International Conference of the Learning Sciences (ICLS) 2014, pp. 1609-1610. Boulder, CO.
White, T. (2013). Extended networks: Mathematics classroom collaboration with mobile devices. In M. Martinez & A. Castro Superfine, (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp. 29-43. Chicago, IL: University of Illinois at Chicago.
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., 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.
2016-2018, co-PI, “NetStat: A representation and communication infrastructure for classroom collaboration in data modeling and statistics,” National Science Foundation, $296,877
2013-2017, PI, “PHoTOnICs: PHysics with Tablets Outside and Inside Classrooms”, National Science Foundation, $558,925.
2012-2015, co-PI, ”NRI: Co-Robots for STEM Education in the 21st Century”, National Science Foundation, $950,958.
2012-2014, co-PI, “EAGER: Collaborative Mathematics Learning with Robots”, National Science Foundation, $300,000.
2008-2013, PI, ”CAREER: Collaborative Learning with Classroom Networks: Integrating Technological and Pedagogical Innovations,” National Science Foundation, $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
As smartphones and tablet computers become the norm in classrooms from kindergarten to college, education researchers are eager to find ways to put what we know about the power of collaborative learning together with an understanding of how best to leverage these devices to enhance teaching and learning, particularly in math and science.
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.