Jack Bookman

Jack Bookman
  • Professor of the Practice Emeritus of Mathematics
External address: 019 Physics Building, 120 Sci, Box 90320, Durham, NC 27708, Durham, NC 27708
Internal office address: Box 90320, Durham, NC 27708-0320
Phone: (919) 660-2831

My research in mathematics education is currently focusing on three areas: (1) how students learn mathematics, especially in technology rich environments; (2) how graduate students develop their views and practices concerning teaching college mathematics; and (3) evaluating the effectiveness of mathematics curricula.

Education & Training
  • Ph.D., University of North Carolina - Chapel Hill 1991

Selected Grants

IAS/Park City Mathematics Institute awarded by Institute for Advanced Studies (Principal Investigator). 2014 to 2020

EMSW21-RTG: Enhanced Training and Recruitment in Mathematical Biology awarded by National Science Foundation (Collaborating Investigator). 2010 to 2017

Preparing Graduate Students to Teach Undergraduate Mathematics: A Working Conference awarded by National Science Foundation (Principal Investigator). 2012 to 2014

Duke University Program for Vertically Integrated, Interdisciplinary Research awarded by National Science Foundation (Co-Principal Investigator). 2000 to 2003

Narayan, Aditee Pradhan, et al. “The Clinical Skills Fair - An Innovative Curriculum Evaluation Tool.” Journal of Graduate Medical Education, Apr. 2013.

Bookman, M. P., et al. “(Re)discovering SoTL through a Fundamental Challenge: Helping Students Transition to College Calculus.” Maa Notes: Guide to the Scholarship of Teaching and Learning in Mathematics, Oct. 2012.

Lardner, Emily Decker, and Jack Bookman. “Lessons Learned in Interdisciplinary Professional Development Designed to Promote the Teaching of Quantitative Literacy.” Journal of Faculty Development, 2012.

Varsavsky, Cristina, et al. “Undergraduate mathematics around the world.” Delta Communications, Conference Proceedings of the Volcanic Delta ’11, the Eighth Delta Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics, 2011.

Alison Sweeney, M. D., et al. “"Resident Educators" - Senior Pediatric Residents as Teachers for an Innovative Multidisciplinary Mock Code Curriculum.” Journal of Graduate Medical Education, 2011.

Turner, David A., et al. “Do pediatric residents prefer interactive learning? Educational challenges in the duty hours era.Med Teach, vol. 33, no. 6, 2011, pp. 494–96. Pubmed, doi:10.3109/0142159X.2010.542524. Full Text

Bookman, J., et al. “Developing assessment methodologies for quantitative literacy: A formative study.” American Mathematical Monthly, vol. 115, no. 10, Jan. 2008, pp. 911–29. Scopus, doi:10.1080/00029890.2008.11920609. Full Text

Bookman, Jack, and David Malone. “Negotiating Roles and Meaning While Learning Mathematics in Interactive Technology-Rich Environments.” The Journal of the Scholarship of Teaching and Learning, vol. 6, no. 2, Oct. 2006, pp. 41–65.

Bookman, J., and D. Malone. “The Nature of Learning in Interactive Technological Environments: A Proposal for a Research Agenda Based on Grounded Theory.” Research in Collegiate Mathematics Education, 2003.

Winter, Dale, et al. “Novice Instructors and Student-Centered Instruction: Identifying and Addressing Obstacles to Learning in the College Science Laboratory.” Journal of Scholarship of Teaching and Learning, vol. 2, 2001.