Randall Groth
Research Interest
Dr. Groth's research interests lie in the areas of teacher education, statistics education, and intersections between the two fields. He is the Principal Investigator for a National Science Foundation Research Experiences for Undergraduates project that engages prospective teachers in conducting design-based research (http://www.salisbury.edu/pathways). He has held editorial positions for several journals, including Journal for Research in Mathematics Education, Mathematics Teacher Educator, and Statistics Education Research Journal.
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Selected Publications
Groth, Randall E. and Meletiou-Mavrotheris, Maria (2018) Research on statistics teachers' cognitive and affective characteristics. International handbook of research in statistics education. pp. 327-355. Springer.
Web Address
Groth, Randall E. (2013) Characterizing key developmental understandings and pedagogically powerful ideas within a statistical knowledge for teaching framework. vol. 15. no. 2. pp. 121-145. Mathematical Thinking and Learning.
Web Address
Groth, Randall E. (2015) Working at the boundaries of mathematics education and statistics education communities of practice. vol. 46. no. 1. pp. 4-16. Journal for Research in Mathematics Education.
Web Address
Groth, Randall E. and Bergner, Jennifer Anne (2013) Mapping the structure of knowledge for teaching nominal categorical data analysis. vol. 83. no. 2. pp. 247-265. Educational Studies in Mathematics.
Web Address
Groth, Randall E. (2013) Teaching mathematics in grades 6-12: Developing research-based instructional practices. Sage.
Web Address
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Current Courses
Fall 2019EDUC 506 SEM IN TEACH OF MATHEMATICS (Fall 2019)Analysis of recent theory and results of research for the teaching of mathematics. Students investigate developments at either the elementary or secondary school level. Three hours per week.EMAT 520 MATH & READ METH SEC SCH II (Fall 2019)Continuation of EMAT 518, including organization of teaching units, assessment, observation and evaluation of teaching in school settings. In-depth study of literacy needs of diverse student populations including instructional and assessment strategies in reading and writing. Prerequisites: Admission to Master of Arts in Teaching Program and successful completion of EMAT 518. Three hours per week.SCED 473 MATH & READING METHODS II (Fall 2019)Continuation of SCED 373, including organization of teaching units, assessment, observation and evaluation of teaching in middle and high school settings. In-depth study of literacy needs of diverse student populations including instructional and assessment strategies in reading and writing in the content area. Required classroom visitations and field experiences as necessary to complete assignments. Prerequisites: Admission to Professional Teacher Education Program, SCED 320, 373. Three hours lecture and six hours internship per week. (fall semester only)Spring 2020EMAT 518 TEACH MATH IN GRADES 7-12, I (Spring 2020)First course of a two-course sequence for analysis of middle and high school programs in mathematics; emphasis on methods of teaching mathematical concepts and understandings. Includes development of strategies and skills for teaching mathematics with technology. Required classroom visitations and field experiences as necessary to complete assignments. Prerequisite: Admission to M.A.T. program. Three hours lecture, three hours field experience per week. (spring semester only)SCED 373 TEACH MATH IN GRADES 7-12, I (Spring 2020)First course of a two-course sequence for analysis of middle and high school programs in mathematics; emphasis on methods of teaching mathematical concepts and understandings. Includes development of strategies and skills for teaching mathematics with technology. Required classroom visitations and field experiences as necessary to complete assignments. Prerequisite: Admission to Professional Education Program. Three hours lecture, three hours field experience per week. (spring semester only)Fall 2020EMAT 520 TEACH MATH IN GRADES 7-12, II (Fall 2020)Second course of a two-course sequence dealing with techniques for teaching mathematics. Includes organization of teaching units, assessment, observation and evaluation of teaching in middle and high school settings. Includes development of strategies and skills for teaching mathematics with technology. Required classroom visitations and field experiences as necessary to complete assignments. Prerequisites: Admission to M.A.T. program and successful completion of EMAT 518. Three hours lecture, six hours internship per week. (fall semester only)SCED 473 TEACH MATH IN GRADES 7-12, II (Fall 2020)Second course of a two-course sequence dealing with techniques for teaching mathematics. Includes organization of teaching units, assessment, observation and evaluation of teaching in middle and high school settings. Includes development of strategies and skills for teaching mathematics with technology. Required classroom visitations and field experiences as necessary to complete assignments. Prerequisites: Admission to Professional Education Program, SCED 373. Three hours lecture, six hours internship per week. (fall semester only)
- Awards/Honors
Distinguished Faculty AwardPresented by Salisbury University
Award for Excellence in ScholarshipPresented by Seidel School of Education and Professional Studies
Phi Beta Kappa Honor Society
- Licensures and Certifications
Mathematics Teacher: Grades 6-12, Wisconsin Department of Public Instruction
- Grants and Sponsored Research
Mathematics Partnership: Numerical Understanding through Merging Bi-State Educational Research Strategies II (NUMBERS II), Delaware Department of Education
Research Experiences for Undergraduates (REU) Site: Preparing Aspiring Teachers to Hypothesize Ways to Assist Young Students (PATHWAYS), National Science Foundation
- Presentations
A model for integrating mathematics teacher education and undergraduate research2017Twenty-First Annual Conference of the Association of Mathematics Teacher Educators, Orlando, FL
Contrasting cases in the development of statistical knowledge for teachingApril 2012National Council of Teachers of Mathematics Research Presession, Philadelphia, PA
The influence of statistical knowledge for teaching theory on the development of a statistics course for PreK-8 teachersAugust 2013Joint Statistical Meetings, Montreal, Quebec, CA
- Press Releases
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SU Earns $1.2M Grant to Offer NSF's Noyce Teacher Scholarships
Thursday, March 21, 2019 -
Groth Earns 2009 Distinguished Faculty Award
Friday, September 04, 2009 -
SU Hosts National Workshop for Mathematics Teachers
Monday, September 26, 2005
- Awards/Honors