School of Mathematical Sciences
Natural and Health Sciences
- Ph.D. (Curriculum and Instruction), University of Wisconson-Madison
- M.S.E. (Mathematics), University of Wisconsin-River Falls
- B.A. (Mathematics), Luther College
- 2017-Present: Assistant Professor, University of Northern Colorado
- 2012-2017: Teaching Assistant, University of Wisconsin-Madison
- 2010-2012: Lecturer, North Dakota State University
- 2005-2010: Secondary Mathematics Teacher, Irmo Middle School
- 2003-2005: Secondary Mathematics Teacher, Tashkent International School
Research/Areas of Interest
Building from my experience as a secondary mathematics teacher and teacher educator,
my research is grounded in the overarching question: How can secondary mathematics
teachers be supported in implementing technology-based instructional activities that
both challenge and support student learning? Despite potential benefits, many teachers
do not effectively to integrate technology into their instructional practices (Dunham
& Hennessy, 2008). By effective, I mean using technology to increase students’ conceptual
understanding of mathematics through reflection and communication, as well as through
using and connecting mathematical representations. Although numerous technology-based
instructional activities can be found online, little has been done to support teachers
in critiquing and implementing the activities based on their learning goals and the
needs of their students.
- Reiten, L. (2018). Teaching WITH (not near) technology. Mathematics Teacher, 112(3), 228-235.
- Ellis, A.B., Özgür, Z., Reiten, L. (2018). Teacher moves for supporting student reasoning. Mathematics Education Research Journal, 1-26. https://doi.org/10.1007/s13394-018-0246-6
- Reiten, L. (2018). Promoting Student Understanding Through Virtual Manipulatives. Mathematics Teacher, 111(7), 545-548.
- Reiten, L. (2018). Teaching WITH (not near) virtual manipulatives. In E. Langran & J. Borup
(Eds.), Proceedings of Society for Information Technology & Teacher Education International
Conference (pp. 1826-1835). Washington, D.C., United States: Association for the Advancement
of Computing in Education (AACE). https://www.learntechlib.org/primary/p/182776/.