Ph.D. Mathematics Education, University of California at Berkeley, 1996
A major part of my research has involved developing the actor-oriented transfer perspective,
which led to an interest in “noticing” from both psychological and socio-cultural
perspectives. More recently, I have been motivated by the need for alternative models
of videos to be used in learning mathematics online and by the emerging research area
of learning vicariously through observing online dialogues. I’ve pursued these interests
through empirical studies on the learning and teaching of the following topics at
the secondary school level: algebraic reasoning, ratios and proportions, slope and
linear functions, quadratic functions, rates of change, and multiplicative reasoning.
Current Research Project
Re-imagining Video-Based Online Learning. The goal of this project is to create, investigate, and provide evidence of promise
for a model of online videos that embodies a more expansive vision of both the nature
of the content and the pedagogical approach than is currently represented in YouTube-style
lessons. Rather than relying on an expository style, the videos produced for this
project focus on pairs of students, highlighting their dialogue, explanations, and
alternative conceptions. Rather than letting the set of procedures emphasized in traditional
textbooks drive instruction, the videos develop productive mathematical meanings,
interpretations, and connections that are situated within a conceptual learning trajectory.
The project is funded by NSF DRK-12. (mathtalk.org)
(Since 2002; most are available at https://www.researchgate.net/profile/Joanne_Lobato)
Lobato, J., Walters, C. D., Hohensee, C., Gruver, J., & Diamond, J. M. (2015). Leveraging failure in design research. ZDM—The International Journal on Mathematics Education, 47, 963-979.
Lobato, J., Hohensee, C., & Diamond, J. (2014). What can we learn by comparing students' diagram-construction processes with the mathematical conceptions inferred from their explanations with completed diagrams? Mathematics Education Research Journal, 26 (3), 607-634.
Lobato, J., (2014). Why do we need a set of conceptual learning goals in algebra when we are drowning in standards? In K. C. Moore, L. P. Steffe & L. L. Hatfield (Eds.), Epistemic algebra students, WISDOMe Monographs (Vol. 4; pp. 25-47). Laramie, WY: University of Wyoming.
Lobato, J., Hohensee, C., & Rhodehamel, B. (2013). Students’ mathematical noticing. Journal for Research in Mathematics Education, 44(5), 809-850.
Lobato, J. & Diamond, J. (2013). Cross-cutting themes from international research on early algebra, Journal for Research in Mathematics Education, 44(4), 730-735.
Lobato, J. (2012). The actor-oriented transfer perspective and its contributions to educational research and practice. Educational Psychologist, 47(3), 1-16.
Lobato, J., Hohensee, C., Rhodehamel, B., & Diamond, J. (2012). Using student reasoning to inform the development of conceptual learning goals: The case of quadratic functions. Mathematical Thinking and Learning, 14(2), 85-119.
Lobato, J., & Rhodehamel, B., & Hohensee, C. (2012). “Noticing” as an alternative transfer of learning process, Journal of the Learning Sciences, 21(3), 1-50.
Lobato, J., & Ellis, A. B. (2010). Essential understandings: Ratios, proportions, and proportional reasoning. In R. M. Zbiek (Series Ed.), Essential understandings. Reston, VA: National Council of Teachers of Mathematics.
Lobato, J., & Lester, F.(Eds.) (2010). Teaching and learning mathematics: Translating research to the secondary classroom. National Council of Teachers of Mathematics.
Petit, M., Zawojewski, J. S., & Lobato, J. (2010). Formative assessment in secondary mathematics classrooms. In J. Lobato, & F. K. Lester Jr. (Eds.), Teaching and learning mathematics: Translating research to the secondary classroom (pp. 67-74). Reston, VA: National Council of Teachers of Mathematics.
Lobato, J., (2008). On learning processes and the National Mathematics Advisory Panel Report, Educational Researcher, 37(9), 595-601.
Lobato, J. (2008). Research methods for alternative approaches to transfer: Implications for design experiments. In A. E. Kelly & R. A. Lesh, and J. Y. Baek (Eds.), Handbook of Design Research Methods in Education: Innovations in Science, Technology, Engineering, and Mathematics Learning and Teaching (pp. 167-194). Mahwah, NJ: Erlbaum.
Lobato, J. (2008). When students don’t apply the knowledge you think they have, rethink your assumptions about transfer. In M. Carlson & C. Rasmussen (Eds.), Making the Connection: Research and Teaching in Undergraduate Mathematics (pp. 289-304). Washington, DC: Mathematical Association of America.
Olive, J., & Lobato, J. (2008). The learning of rational number concepts using technology. In M. K. Heid & G. W. Blume (Eds.), Research on technology and the teaching and learning of mathematics: Research syntheses (pp. 1-54). Charlotte, NC: Information Age Publishing, Inc. and the National Council of Teachers of Mathematics.
Lobato, J. (2006). Alternative perspectives on the transfer of learning: History, issues, and challenges for future research. The Journal of the Learning Sciences, 15(4), 431-450.
Lobato, J., Clarke, D., & Ellis, A. (2005). Initiating and eliciting in teaching: A reformulation of telling. Journal for Research in Mathematics Education, 36(2), 101-136.
Lobato, J., Ellis, A.B., & Muñoz, R. (2003). How “focusing phenomena” in the instructional environment afford students’ generalizations. Mathematical Thinking and Learning, 5(1), 1-36.
Lobato, J. (2003). How design experiments can inform a rethinking of transfer and vice versa. Educational Researcher, 32(1), 17-20.
Lobato, J., & Ellis, A.B. (2002). The focusing effect of technology: Implications for teacher education. Journal of Technology and Teacher Education, 10(2), 297-314.
Lobato, J., & Ellis, A.B. (2002). An analysis of the teacher's role in supporting students' connections between realistic situations and conventional symbol systems. Mathematics Education Research Journal, 14(2), 99-120.
Lobato, J., & Siebert, D. (2002). Quantitative reasoning in a reconceived view of transfer. The Journal of Mathematical Behavior, 21(1), 87-116.
Lobato, J., & Thanheiser, E. (2002). Developing understanding of ratio as measure
as a foundation for slope, in B. Litwiller (Ed.), Making sense of fractions, ratios, and proportions: 2002 Yearbook (pp. 162-175). Reston, VA: National Council of Teachers of Mathematics.
Episode 1410 of the Math Ed Podcast. Discussion of "Students' mathematical noticing," published in the Journal for Research in Mathematics Education, Volume 44. https://www.podomatic.com/podcasts/mathed/episodes/2014-05-15T09_12_06-07_00
Center for Research in Mathematics & Science Education
E-Mail : [email protected]