Samuel Otten is an associate professor of mathematics education and the Lois Knowles Faculty Fellow at the University of Missouri. He 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.

Sam's research interests center on middle school and high school students' participation in mathematical practices such as reasoning and attending to precision. Additionally, he has recently focused on flipped instruction and students' use of technology to support their mathematical learning.

Sam is the coordinator of the online Master's program in mathematics education at the University of Missouri. He is also the host of the Math Ed Podcast, which you can find on most podcatcher apps and you can also see a list of all the past guests.

Sam's first children's book is a word game for kids. It's called Missing Letters: An Alphabet Book, with wonderful illustrations by Leon Thomas. All of his books are listed on his Amazon Author Page.

Selected Publications: Practice-Based

Otten, S. (2011). Cornered by the real world: A defense of mathematics. Mathematics Teacher, 105, 20-25. [Official version, Free version]

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., & de Araujo, Z. (2015). Viral criticisms of Common Core mathematics. Teaching Children Mathematics, 21, 517-520. [Official version, Free version]

Otten, S., & Engledowl, C. (2015). Attending to precision and revisiting definitions. Mathematics in Michigan, 48(2), 10-13. [Free version]

Otten, S., Cirillo, M., & Herbel-Eisenmann, B. A. (2015). Making the most of going over homework. Mathematics Teaching in the Middle School, 21, 98-105. [Official version]

Otten, S., & Otten, A. A. (2016). Selecting systems of linear equations. Mathematics Teacher, 110, 222-226.

Research-Based Writing

Herbel-Eisenmann, B. A., & Otten, S. (2011). Mapping mathematics in classroom discourse. Journal for Research in Mathematics Education, 42, 451-485.

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. doi: 10.1080/10986065.2014.857802

Otten, S., Engledowl, C., & Spain, V. (2015). Univocal and dialogic discourse in secondary mathematics classrooms: The case of attending to precision. ZDM - The International Journal on Mathematics Education, 47, 1285-1298. doi: 10.1007/s11858-015-0725-0

de Araujo, Z., Otten, S., & Birisci, S. (2017). Conceptualizing "homework" in flipped mathematics classrooms. Journal of Educational Technology and Society, 20, 248-260.

Otten, S., Webel, C., & de Araujo, Z. (2017). Inspecting the foundations of claims about cognitive demand and student learning: A citation analysis of Stein and Lane (1996). Journal of Mathematical Behavior, 45, 111-120.

Otten, S., Keazer, L., & Karaman, R. (2017). Teachers' talk about the mathematical practice of attending to precision. Journal of Mathematics Teacher Education. doi: 10.1007/s10857-017-9375-1 [Free Preview]

Otten, S. (2009). Research and proof in the geometry classroom. [PDF]