Karen Hollebrands

Bio

Dr. Hollebrands joined the faculty at NC State in 2001. She earned her Ph.D. in Mathematics Education at The Pennsylvania State University. Prior to attending Penn State, Dr. Hollebrands taught high school mathematics in New York, Pennsylvania, and North Carolina. She earned her M.Ed. at North Carolina State University and B.S. at the State University of New York College at Oswego. Dr. Hollebrands’ current interests include understanding students’ mathematical understandings in technological contexts and preparing prospective and practicing teachers to incorporate technology into classroom instruction. Since 2001, Dr. Hollebrands has been involved in several internally- and externally-funded research projects including RAMP-UP, PTMT, Scaling UP STEM Learning with the VCL, Noyce, MAP:TICCS, MOOCs for Educators, and Technology-Rich Units for Future Secondary Teachers. Dr. Hollebrands was inducted into the Academy of Outstanding Teachers at NC State in 2009, was named an Alumni Distinguished Undergraduate Professor in 2014 and a University Faculty Scholar in 2015. She has served in various leadership roles for NCTM, PME-NA, AMTE, and SIG-RME. She currently serves as the Editor of the Mathematics Teacher Educator journal co-published by AMTE and NCTM.

Programs

• Undergraduate: Mathematics Education – Middle School or Secondary
• Doctoral: Program Area of Study: Mathematics & Statistics Education
• Concentration: Mathematics Education

Courses Taught

• EMS 204 Introduction to Mathematics Education
• EMS 470 Methods and Materials for Teaching Mathematics
• EMS 471 Student Teaching
• EMS 480/580 Teaching Mathematics with Technology
• EMS 510 Interactions in the Mathematics Classroom
• EMS 514 Geometric Thinking and Learning
• EMS 581 Advanced Applications of Technology in Mathematics
• EMS 711 Teaching and Learning of Mathematics in Secondary and Collegiate Mathematics
• EMS 770 Foundations of Mathematics Education

Publications

• Prospective High School Mathematics Teachers' Uses of Diagrams and Geometric Transformations While Reasoning about Geometric Proof Tasks , INTERNATIONAL JOURNAL FOR TECHNOLOGY IN MATHEMATICS EDUCATION (2022)
• Teachers' perceptions of using technology to teach mathematics during COVID-19 remote learning , REDIMAT-REVISTA DE INVESTIGACION EN DIDACTICA DE LAS MATEMATICAS (2022)
• Considering Connections Across Research Questions, Data, Methods, and Claims , Mathematics Teacher Educator (2021)
• Correction to: High School Students’ Use of Technology to Make Sense of Functions Within the Context of Geometric Transformations , Digital Experiences in Mathematics Education (2021)
• High School Students’ Use of Technology to Make Sense of Functions Within the Context of Geometric Transformations , Digital Experiences in Mathematics Education (2021)
• Online Learning in Mathematics Education , (2021)
• Analyzing Eight Years of Mathematics Teacher Educator Articles: Where We Were, Where We Are, and Where We Are Going , Mathematics Teacher Educator (2020)
• BEGINNING HIGH SCHOOL TEACHERS' ORGANIZATION OF STUDENTS FOR LEARNING AND METHODS FOR TEACHING MATHEMATICS , PNA-REVISTA DE INVESTIGACION EN DIDACTICA DE LA MATEMATICA (2020)
• Effective design of massive open online courses for mathematics teachers to support their professional learning , ZDM (2020)
• Interventions, Tools, and Equity-Oriented Resources in the MTE Journal , Mathematics Teacher Educator (2020)