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Samuel Otten is a full professor of mathematics education and the Lois Knowles Faculty Fellow and the Richard G. Miller endowed chair at the University of Missouri. From 2019–2025 he also served in departmental leadership for Learning, Teaching, and Curriculum. Sam received his PhD in 2012 from Michigan State University where he worked primarily with Beth Herbel-Eisenmann. He also earned degrees in mathematics from Michigan State University and in mathematics and mathematics education from Grand Valley State University. He grew up in the Upper Peninsula of Michigan where his mother was a teacher and his father was a farmer. He currently lives Northeast of Columbia, MO, with his wife, Chelsea (a drama teacher), and children, John, Harvey, Ruth, and Maggie.
Selected Publications
Selected Publications
Practice-Based
Practice-Based
Otten, S. (2011). Cornered by the real world: A defense of mathematics. Mathematics Teacher, 105, 20–25. [Subscription version, Free version]
Otten, S., & de Araujo, Z. (2015). Viral criticisms of Common Core mathematics. Teaching Children Mathematics, 21, 517–520. [Subscription version, Free version]
Otten, S., & Otten, A. A. (2016). Selecting systems of linear equations. Mathematics Teacher, 110, 222–226. [Subscription version]
Otten, S., & Wambua, M. M. (2022). The advantages of proof in algebra. The Colorado Mathematics Teacher, 54(1), article 2. [Free version]
Otten, S., Bemke, J., & Webb. J. (2023). Exploring the viral spread of disease and disinformation. In S. Harper & D. Cox (Eds.), Modern Math Tasks to Provoke Transformational Thinking: Grades 9–12 (pp. 52–78). National Council of Teachers of Mathematics. [Book]
Research-Based
Research-Based
Herbel-Eisenmann, B. A., & Otten, S. (2011). Mapping mathematics in classroom discourse. Journal for Research in Mathematics Education, 42, 451–485. [Subscription version]
Otten, S., Gilbertson, N. J., Males, L. M., & Clark, D. L. (2014). The mathematical nature of reasoning-and-proving opportunities in geometry textbooks. Mathematical Thinking and Learning, 16, 51–79. [Subscription version, Podcast interview]
Otten, S., de Araujo, Z., Sherman, M., & Birişçi, S. (2021). A framework for capturing structural variation in flipped mathematics instruction. International Journal of Mathematical Education in Science and Technology, 54(5), 639–670. [Subscription version]
Otten, S., Wambua, M. M., & Govender, R. (2021). Who should learn proving and why: An examination of secondary mathematics teachers’ perspectives. International Electronic Journal of Mathematics Education, 16(3), em0662. [Free version]
Otten, S., de Araujo, Z., & Candela, A. G. (2025). The benefits of modesty: Considering incremental professional development for mathematics teachers. Education Sciences, 15(4), 473. [Free version]
Books
Books
Otten, S., & Thomas, L. (2020). Missing letters: An alphabet book. Olympia Publishers. [Order from your local bookstore, Missing Letter worksheets for kids]
Koestler, C., Felton, M. D., Bieda, K. N., & Otten, S. (2013). Connecting the NCTM Process Standards and the CCSSM Practices. Reston, VA: National Council of Teachers of Mathematics. [Book, eBook]
Otten, S., Candela, A. G., & de Araujo, Z. (Eds.). (2025). Incremental and innovative approaches to professional development for mathematics teachers. MDPI. [Book, Free eBook]
Videos
Videos
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