Jack Bookman, Professor of the Practice Emeritus and Education

Jack Bookman

My research in mathematics education is currently focusing on three areas: (1) how students learn mathematics, especially in technology rich environments; (2) how graduate students develop their views and practices concerning teaching college mathematics; and (3) evaluating the effectiveness of mathematics curricula.

Office Location:  019 Physics Building, 120 Sci, Box 90320, Durham, NC 27708, Durham, NC 27708
Office Phone:  (919) 660-2831
Email Address: send me a message
Web Page:  http://www.math.duke.edu/~bookman

Teaching (Fall 2017):

Teaching (Spring 2018):

Education:

Ph.D.University of North Carolina at Chapel Hill1991
Research Interests: Mathematics Education

My research in mathematics education is currently focusing on three areas: (1) how students learn mathematics, especially in technology rich environments; (2) how graduate students develop their views and practices concerning teaching college mathematics; and (3) evaluating the effectiveness of mathematics curricula.

Keywords:

Analysis of Variance • Humans • Internship and Residency • Learning • Pediatrics • Personnel Staffing and Scheduling • Pilot Projects • Problem-Based Learning • Questionnaires

Recent Publications

  1. Bookman, J, Why �False Implies False" is True - a Discovery Explanation, The Mathematics Teacher 71 (November 1978): 675-676. (1978)
  2. Bookman, J; Smith, DA, A Review of �The Electronic Study Guide: Precalculus Algebra, College Mathematics Journal, June 1985 (December, 2014)
  3. Bookman, J, NSF Workshop on Assessment in Calculus Curriculum Reform Efforts, UME Trends, October, 1992 (October, 1992)
  4. Bookman, J, Evaluation of Calculus Reform at Duke University, UME Trends, March 1992 (March 1992)
  5. Bookman, J; Friedman, C, A Comparison of the Problem Solving Performance of Students in Lab Based and Traditional Calculus, in Dubinsky, E., Schoenfeld, A.H., Kaput, J. (Ed) Research in Collegiate Mathematics Education I. , Providence, RI: American Mathematical Society, 1994, pp. 101-116. (1994)
Recent Grant Support

As a non-tenure track Associate Professor of the Practice, my primary responsibility in the mathematics department is teaching freshman. I also coordinate the T.A training for the mathematics department, prepare preservice secondary mathematics teachers, advise math majors and pre-major students, and evaluate reforms in undergraduate mathematics education.

Links:

  • T.A training for the mathematics department
  • Connected Curriculum Project
  • Evaluation of Project CALC
  • Presentations Given (1991 - 2000)
  • Preparing graduate students to teach undergraduate mathematics: An NSF funded working conference
  • The Nature of Learning in Interactive Technological Environments - A Proposal for a Research Agenda Based on Grounded Theory