Faculty Profile EMPHASIS 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.

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:

Book Chapters:

Refereed Proceedings:

  • 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. & 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

  • 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

Honors and Awards

Courses Taught at UC Davis

  • EDU 211: Sociocultural and Situative Perspectives on Learning and Cognition
  • EDU 209: Video-Based Methods in Education Research
  • EDU 257: Computer Technology in Mathematics and Science Education
  • EDU 110: Introduction to Educational Psychology
  • EDU 122: Children, Learning and Material Culture
  • EDU 180: Computers in Education
 
 
 
 
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