Rossier Dean's Fellowship
Univ. Southern California
Univ. of California, Berkeley
M.A. Mathematics Education
Univ. of Colorado, Boulder
Math and science teaching and learning; conceptual change; epistemic cognition; mathematics teacher education; teacher knowledge; teacher beliefs; motivation; embodiment
Ian Thacker is a Ph.D. candidate at the University of Southern California’s Rossier School of Education. He is a research assistant working with Dr. Gale Sinatra in the department of Educational Psychology. His research, broadly speaking, investigates mathematics teaching, learning, and teacher education. He also explores how mathematical reasoning skills can be leveraged to support science learning.
Prior to attending USC, Ian was a high school math and physics teacher for urban and private schools in California and Colorado. Ian earned a B.A. in mathematics and physics from the University of Colorado at Boulder and a M.A. in Mathematics Education from the University of California at Berkeley. He recently earned a M.S. in Statistics in the USC Dornsife Department of Mathematics.
Ten years teaching math and physics for urban and private high schools: Denver Public Schools, San Francisco Unified, Pasadena Unified
Honors and Awards:
Recipient of the 2019 American Psychological Association Division 15 Dissertation Research Grant Award
Recipient of the 2019 Scholarly Consortium of Innovative Psychology in Education Graduate Student Poster Award
Recipient of the 2018 Richard C. Anderson Graduate Student Research Award
- Thacker, I. (in press). An embodied design for grounding the mathematics of slope in middle-school students’ perceptions of steepness. Research in Mathematics Education.
- Thacker, I., Muis, K. R., Danielson, R. W., Sinatra G. M., Pekrun, R., Winne, P. H., & Chevrier, M. (in press). Using attitudinally-augmented refutation texts to prompt attitudinal and conceptual change. Journal of Educational Psychology.
- Copur-Gencturk, Y., Robinson-Cimpian, J. P., Lubienski, S. T., & Thacker, I. (in press). Mathematics teachers’ bias against the mathematical ability of female, black and hispanic students. Educational Researcher.
- Copur-Gencturk, Y. & Thacker, I. (accepted with revisions). Teachers’ self-reports of knowledge gains compared with validated measures: Relationships among self-reports, direct assessments, and teacher characteristics. Journal of Teacher Education.
- Kim, A. Y. & Thacker, I. (2019). A good sine?: Seeking math help using online discussion boards. E-Learning and Digital Media.
- Thacker, I. & Sinatra, G.M. (2019). Visualizing the greenhouse effect: Restructuring mental models of climate change through a guided online simulation. Education Sciences, 9(1), 14.
- Rodrigues, J. & Thacker, I. (2019) Refuting a Fraction Misconception: A Brief Intervention Promotes Teachers' Conceptual Change. To appear in the Proceedings of the Forty-First Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 8, pp. 731-735). St Louis, MA: University of Missouri.
- Abrahamson, D., Bryant, M. J., Gutiérrez, J. F., Mookerjee, A. V., Souchkova, D., & Thacker, I. (2009). Figuring it out: Mathematical learning as guided semiotic disambiguation of useful yet initially entangled intuitions. In S. L. Swars, D. W. Stinson & S. Lemons-Smith (Eds.), Proceedings of the Thirty-First Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 662-670). Atlanta, GA: Georgia State University. [Author names are in alphabetical order]