Aimee Ellington, Ph.D.
Associate Chair, Director of Undergraduate Studies, Professor
Harris Hall 4179
PhD in Mathematics Education, 2000 University of Tennessee
MS in Mathematics, 1993, University of North Texas
BS in Mathematics, 1991, Washington Adventist University
My research interests include studying the impact of Mathematics Specialists in elementary and middle school classrooms, using meta-analysis to analyze pedagogical practices in mathematics, analyzing the role technology plays in the mathematics classroom, and studying reform-based efforts in college algebra and calculus.
Whitenack, J. W., Cavey, L. O. & Ellington, A. J. (2014). The role of framing in productive classroom discussions: A case for teacher learning. Journal of Mathematical Behavior, 33, 42-55.
Campbell, P., Ellington, A., Haver, W. & Inge, V. (Eds.) (2013). The Mathematics Specialist Handbook. Reston, VA: National Council of Teachers of Mathematics.
Whitenack, J. W. & Ellington, A. J. (2013). Supporting middle school mathematics specialists’ work: A case for learning and changing teachers’ perspectives. The Mathematics Enthusiast, 10(3), 647-678.
Ellington, A. J. (2012). The impact of calculators on student achievement in the K-12 mathematics classroom. International Handbook of Student Achievement. New York, NY: Routledge Publishers.
Ellington, A. J., Whitenack, J. W., Inge, V., Murray, M., & Schneider, P. (2012). Assessing K-5 teacher leaders’ mathematical understanding: What have the test makers and the test takers learned? School Science and Mathematics, 112 (5), 310 – 324.
Ellington, A. J., & Haver, W. E. (2011). Modeling-based college algebra at Virginia Commonwealth University. In S. L. Ganter & W. E. Haver (Eds.), MAA Reports: Partner Discipline Recommendations for Introductory College Mathematics and the Implications for College Algebra (pp. 87 – 92). Washington, DC: Mathematical Association of America.
Ellington, A. J. & Whitenack, J. W. (2010, May). Fractions and the funky cookie. Teaching Children Mathematics, 532-539.
Ellington, A. J. (2006). The effects of graphing calculators on student achievement and attitude levels in mathematics – A meta-analysis. School Science and Mathematics, 106 (1) 16-26.
Ellington, A. J. (2005). A modeling-based college algebra course and its effect on student achievement. Primus, 15 (3), 193-214.
Ellington, A. J. (2003). A meta-analysis of the effects of calculators on students in precollege mathematics classes. Journal for Research in Mathematics Education, 34 (5), 433-463.
National Council of Teachers of Mathematics
Mathematical Association of America
HONORS AND PROFESSIONAL ACTIVITES
Mathematical Association of America, Committee on Assessment