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Featured Articles:
Levin, M. & Walkoe, J. (2022). Seeds of Algebraic Thinking: A Knowledge in Pieces Perspective on the Development of Algebraic Thinking. ZDM - Mathematics Education.
Satyam, V.R., Bae, Y., Smith, J. & Levin, M. (2022). Affect Graphing: Leveraging Graphical Representations in the Study of Students' Affect in Mathematics. Educational Studies in Mathematics, 110, 481-501. https://doi.org/10.1007/s10649-021-10131-3
Levrini, O., Levin, M., & Fantini, P. (2020). Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics. Physical Review Physics Education Research, 16(2), 020154.
Walkoe, J. & Levin, M. (2020). Seeds of Algebraic Thinking: Towards a Research Agenda that Foregrounds the Substance and Form of Children’s Intuitive Algebraic Resources. For the Learning of Mathematics, 40(2), 27-31.
Grant, T. & Levin, M. (2020). Diverge then Converge: Orchestrating generative classroom discussions that foster conceptual understanding. Mathematics Teacher Educator. 8(2), 8-24. [CHECK OUT Mathematics Teacher Educator Podcast discussing this article] https://doi.org/10.5951/MTE-2019-0008
Levrini, O., Levin, M., Fantini,P. & Tasquier, G. (2019). Orchestration of classroom discussions that foster appropriation. Science Education, 103(1), 206-235. https://doi.org/10.1002/sce.21475
Levin, M. (2018). Conceptual and Procedural Knowledge During Strategy Construction: A Complex Knowledge Systems Perspective. Cognition and Instruction. https://doi.org/10.1080/07370008.2018.1464003.
Levin, M., Levrini, O. & Greeno, J. (2018). Unpacking the nexus between identity and conceptual change. Perspectives on an emerging research agenda. In T.G. Amin & O. Levrini (Eds). Converging Perspectives on Conceptual Change. Mapping an Emerging Paradigm in the Learning Sciences, London and New York: Routledge, p. 313-333.
Levrini, O., Levin, M., Fantini, P. (2018). Personal, deeply affective, and aesthetic engagement with science content: when disciplinary learning becomes a vehicle for identity construction. In T.G. Amin & O. Levrini (Eds). Converging Perspectives on Conceptual Change. Mapping an Emerging Paradigm in the Learning Sciences, London and New York: Routledge, p. 305-312.
Chapters I contributed to the volume I co-edited with Andy diSessa and Nathaniel Brown on Knowledge and Interaction:
Brown, N., Danish, J., Levin, M., & diSessa, A. A. Competence Reconceived: The Shared Enterprise of Knowledge Analysis and Interaction Analysis
Levin, M. & diSessa, A. A. “Seeing” as complex coordinated performance: A coordination class theory lens on disciplined perception
diSessa, A.A., Sherin, B. & Levin, M. Knowledge Analysis: An Introduction
Levin, M. “Openness” as a Shared Research Aesthetic Between Knowledge Analysis and Interaction Analysis
diSessa, A.A., Levin, M., & Brown, N.J. S. Reflections: The KAIA Project and Prospects
Mariana Levin
mariana.levin(at)wmich(dot)edu
Research Interests: mathematical cognition, conceptual change, development of algebraic reasoning, educational equity
Methodologies: primarily qualitative (e.g. knowledge analysis, microgenetic analysis, verbal protocol analysis, video analysis of classroom mathematical activity, educational ethnography, clinical interviews)
Employment:
Western Michigan University Assistant Professor, Mathematics Education, Department of Mathematics (August 2015 - present)
Michigan State University Postdoctoral Research Fellow , Program in Mathematics Education (PRIME) (January 2012 - June, 2015)
Education:
University of California, Berkeley Ph.D. in mathematics education (December, 2011)
Dissertation: The co-development of conceptual and strategic knowledge during mathematical problem solving
Advisor: Professor Alan H. Schoenfeld, University of California, Berkeley
Committee: Professors Andrea A. diSessa, Geoffrey B. Saxe
University of California, Berkeley M.A. by research in pure mathematics (May 2003)
Thesis: On fixed points for discrete logarithms
Advisors: Professor Paul A. Vojta, University of California, Berkeley & Professor Carl B. Pomerance, Dartmouth College
University of Pennsylvania—graduate coursework in mathematics (2002)
University of California, San Diego B.A. in pure mathematics (June 2000)
Awards and Honors:
Alice T. Schafer Prize. See http://www.awm-math.org/schaferprize/2000.html for the citation from the Association for Women in Mathematics (January 2000)
Phi Beta Kappa (elected June 1999)
Fellowships:
Bell Laboratories, Lucent Technologies GRPW Mathematics Research Fellowship (Fall 2000-Spring 2003)
Calabi Scholar, Mathematics Department, University of Pennsylvania (2002-2003)
National Science Foundation (NSF) Diversity in Mathematics Education Fellow-University of California, Berkeley (Spring 2004-Spring 2009)
Institute of Educational Sciences (IES) Research in Cognition and Mathematics Education (RCME) Fellow (Fall 2009-Spring 2010)
UC Berkeley University Fellowship (2000-01; 2004-05; 2005-06; 2006-07)
A longer version of my CV is available upon request.
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