Peter Glidden
Professor
Office: UNA 101
Phone: 6104362440
Fax: 6107380578
Email: pglidden@wcupa.edu
Education:

Ph.D., Columbia University, New York, N.Y.

M.A., Teachers College, Columbia University, New York, N.Y.

B.A., College of Wooster, Wooster, Ohio.

Private Candidate, 19751976, University of Glasgow, Glasgow, Scotland.
Research Interests:
 Mathematics Education

Mathematical Cognition

Curriculum
Professional Experience:
 Department of Mathematics, West Chester University. West Chester, Pennsylvania.

Chair, (2015 – )

Professor of Mathematics Education. (2010 – )

Associate Professor of Mathematics. (2000 – 2010)

Assistant Professor of Mathematics. (1995 – 2000)

College of Education, University of Illinois at UrbanaChampaign, Champaign, Illinois. Assistant Professor of Mathematics Education. 19881995
 Massachusetts Rating Bureaus, Boston, Massachusetts. Actuarial Assistant 19871988
 Universidad de Atacama, Copiapo, Chile. Visiting Professor of Mathematics. 1985.
 Teachers College, Columbia University, New York, N.Y.
 Instructor. Department of Mathematics and Science Education (19841987).
 Senior Programmer/ Analyst. Center for Computing and Information Management Systems. (19831984).
 Student Data Base Coordinator. Office of the Associate Dean. (19821983).
 Administrative Assistant and Programmer. Office of the Provost. (19811982).
 United States Peace Corps, Gaborone, Botswana. Peace Corps Volunteer Mathematics Teacher. Mater Spei College, Francistown, Botswana. 19771980
Selected Publications:
 Glidden, P. L. (2008). Prospective elementary teachers’ understanding of order of operations. School Science and Mathematics, 108, 130136

Glidden, P. L. (2002). Build your own fraction computer! Mathematics Teaching in the Middle School, 8, 204 – 208.

Glidden, P. L. (2001). Beyond the golden ratio: A calculator based investigation. Mathematics Teacher, 94, 138  144.

Glidden, P. L. (1996). Will the pendulum of reform swing too far? Mathematics Teacher, 89, 450451.

Fry, E. K. & Glidden, P. L. (1996). Illustrating mathematical connections: A geometric proof of Euler's Theorem. Mathematics Teacher, 89, 6265.

Glidden, P. L. (1996). Mathematics teachers’ reasons for instructional decisions: Beyond issues of central control. paper presented at the 1996 Annual Meeting of the British Educational Research Association, University of Lancaster September 12th15th 1996. Educationline <http://www.leeds.ac.uk/educol/documents/00001214.htm>.

Glidden, P. L. (1995). Mathematicabased mathematics for elementary teachers: The role of student attitudes and beliefs in an experimental course. Journal of Technology and Teacher Education, 3, 189204.

Glidden, P. L. (1994). Mathematicabased mathematics for elementary teachers: An experimental course. 1994 Technology and Teacher Education Annual.

Glidden, P. L., & Fry. E. K. (1994) Developing a Framework for a finegrained computational theory of algebra learning. ED 362540. Paper presented at the American Educational Research Association Annual Meeting. Atlanta, 15 April 1993.

Glidden, P. L. (1994). "The effects of central control on classroom practice." Paper presented at the American Educational Research Association Annual Meeting. Atlanta, 14 April 1993.

Glidden, P. L., & Fry, E. K. (1993). Illustrating mathematical connections: Two proofs that there are only five regular polyhedra. Mathematics Teacher, 86, 657667.

Glidden, P. L. (1993). Using the secant method to approximate roots of an equation. School Science and Mathematics, 93, 58.

Glidden, P. L. (1992). The loss of accuracy: Pitfalls and implications for mathematics instruction. Mathematics Teacher, 85, 711715.

Glidden, P. L. (1992). How national examinations can benefit students and teachers. Mathematics Teacher, 85, 610611.

Glidden, P. L. (1991). Towards developing a model of mathematics learning: Modeling knowledge restructuring in learning school algebra. In R. Lewis & S. Otsuki (Eds.), Advanced research on computers in education. Amsterdam: Elsevier.

Glidden, P. L. (1991). Teachers' reasons for instructional decisions. Mathematics Teacher, 84, 610614.

Glidden, P. L. (1991). A mathematics educator's response to "Teaching mathematics without a coherent point of view." Journal of Curriculum Studies, 23, 133139.

Glidden, P. L. (1990). From finite graphs to matrices. Mathematics Teacher, 83, 127134.

Glidden, P. L. (1994). The effects of central control on classroom practice. In I. Westbury, C. Etherington, L. Sozniak, & S. Baker (Eds.), Towards improved mathematics education: Analysis of the second international mathematics study data. Norwood, NJ: Ablex.

Glidden, P. L. (1990). Content representation in college algebra: Summary report. In I. Westbury & K. Travers (Eds.), Second international mathematics study: Studies. College of Education, University of Illinois at UrbanaChampaign.

Glidden, P. L. (1990). Content representation in college algebra: Technical appendix. In I. Westbury & K. Travers (Eds.), Second international mathematics study: Technical appendix. College of Education, University of Illinois at UrbanaChampaign.
Selected Grants:

1994 State of Illinois Inservice Workshops in Teaching Problem Solving in the Elementary Grades and Using Mathematica to Explore the Teaching of Calculus & Precalculus.

Educational Technologies Board, University of Illinois at UrbanaChampaign. Mathematics as a Laboratory Course: Developing Mathematica™based Courseware for Preservice ElementaryTeachers.

1993 State of Illinois Institutes on Calculus for Teachers: Visual MathematicsComputer Graphics in the Classroom and Using Mathematica to Explore the Teaching of Calculus & Precalculus.

1992 State of Illinois Workshops on Calculus for Teachers: History and Pedagogy and Using Mathematica to Explore the Teaching of Calculus & Precalculus.

1991 State of Illinois Workshops in Probability & Statistics and Mathematical Modeling & Discrete Mathematics.

1990 State of Illinois Workshops in Probability & Statistics and Mathematical Modeling.
Selected Refereed Talks:

“Build Your Own Fraction Computer!” NCTM 81st Annual Meeting, San Antonio, Texas. April 2003.

“Mathematics Teachers’ Reasons for Instructional Decisions: Beyond Issues of Central Control.” British Educational Research Association. Annual Meeting. Lancaster, England, 12 September 1996.

"The Effects of Central Control on Novice Teachers' Instructional Decisions." American Educational Research Association Annual Meeting. New Orleans, 6 April 1994.

"The Promise of a New Research Paradigm for Mathematics Education." American Educational Research Association Annual Meeting. New Orleans, 4 April 1994.

"MathematicaBased Mathematics for Elementary Teachers: An Experimental Course." Society for Technology and Teacher Education. Washington, DC, 19 March 1994.

"A Framework for a FineGrained Computational Theory of Algebra Learning." American Educational Research Association Annual Meeting. Atlanta, 15 April 1993.

"The Effects of Central Control on Classroom Practice." American Educational Research Association Annual Meeting. Atlanta, 14 April 1993.

"Mathematical Modeling in the Middle Grades: Explorations in Discrete Mathematics." National Council of Teachers of Mathematics Regional Conference. Baltimore, Maryland, 31 October 1991.

"Discrete Mathematics in School Mathematics." School Science and Mathematics Association National Convention. Cincinnati, Ohio, 12 October 1990.

"Towards Developing a Model of Mathematics Learning: Modeling Knowledge Restructuring in Learning School Algebra." International Conference on Advanced Research on Computers in Education. Tokyo, Japan, 19 July 1990.

"Content Representation in College Algebra." Second International Mathematics Study Conference on Secondary Data Analysis. Institute for Evaluation of Educational Achievement, 2 February 1989.