Darrell Earnest



Background
  • M.A. in Education, UC Berkeley (2007),
  • M.A. in Child Development, Tufts University (2002),
  • B.A. in Spanish, Washington University (1998),
Relevant Work: TERC, Cambridge MA, 1999-2005, Researcher and Curriculum Developer

About me:
I am currently a Ph.D. candidate in the Development in Mathematics and Science program at the University of California, Berkeley. My dissertation is a design research project investigating upper elementary students’ algebraic thinking with spatial representations of quantities. My goal was to understand learning trajectories that lead to generative understanding of the coordinate plane and linear functions. Using quantitative and qualitative methods, I analyzed the varied problem solving strategies among elementary and middle school students. Based on results, I designed an instructional sequence that builds on Grade 5 students’ prior understandings and at the same time considers the role of spatial representations in middle and high school mathematics. In prospective work, I plan to scale up these findings with a focus on classroom-level design research with collaborating teachers.

Publications
  • Saxe, G.B., Earnest, D., Sitabkhan, Y., Haldar, L.C., Lewis, K.E., & Zheng, Y. (2010). Supporting generative thinking about integers on number Lines in elementary mathematics. Cognition and instruction, 28(4), 433-474.
  • Saxe, G.B., Gearhart, M., Shaughnessy, M.M., Earnest, D., Cremer, S., Sitabkhan, Y., Platas, L.M., & Young, A. (2009). A methodological framework and empirical techniques for studying the travel of ideas in classroom communities. In B. Schwartz, T. Dreyfus, & R. Hershkowitz (Eds.), Transformation of knowledge in classroom interaction (pp. 203-222). Amsterdam: Elsevier.
  • Earnest, D. & Balti, A.A. (2008). Instructional strategies for Grade 3 algebra: Results of a research-practice collaboration. Teaching children mathematics 14(9), 518-522.
  • Brizuela, B.M., & Earnest, D. (2008). Multiple notational systems and algebraic understandings: The case of the best deal problem. In J.J. Kaput, D.W. Carraher, & M.L. Blanton (Eds.), Algebra in the early grades, (pp. 273-301). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Russell, S.J., Economopolous, K., Wittenberg, L., et al. (2008). Investigations in Number, Data, and Spaceâ, Second Edition. Glenview: Pearson Scott Foresman.
  • Carraher, D., Schliemann, A.D., Brizuela, B.M., & Earnest, D. (2006). Arithmetic and algebra in early mathematics education. Journal for research in mathematics education, 37(2), 87-115.
  • Carraher, D., Nemirovsky, R., DiMattia, C., Lara-Meloy, T., & Earnest, D. (1999). Writing in video: Can new multimedia technologies bridge the gap between educational research and practice? Hands On! 22(2), 4-7.
Conference Proceedings
  • Caddle, M.C., & Earnest, D. (2009). Slope as a procedure: The impact of axis scale. Proceedings of the International Group for the Psychology of Mathematics Education (pp. 233-240). Thessaloniki, Greece: PME.
  • Earnest, D. (2007). In line with student reasoning: A research methodology with pedagogical potential. In T. Lamberg & L. Wiest (Eds.),Proceedings of the twenty ninth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 91-98). Reno, NV:University of Nevada, Reno.
  • Saxe, G.B., Shaughnessy, M.M., Earnest, D., Cremer, S., Platas, L.M., Sitabkhan, Y., & Young, A. (2007). Fractions on the number line: A comparative analysis of the travel of ideas. In T. Lamberg & L. Wiest (Eds.), Proceedings of the twenty ninth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 18-20). Stateline, NV:University of Nevada, Reno.
  • Carraher, D., & Earnest, D. (2003). Guess my rule: Revisited. In N. Pateman, B. Dougherty, & J. Zilliox (Eds.). Proceedings. 2003 joint meeting of PME and PME-NA (pp. 173-180). Honolulu, HI: CRDG, College of Education, University of Hawai’i.
  • Schliemann, A., Carraher, D., Brizuela, B., Earnest, D., Goodrow, A., Lara-Roth, S., & Peled, I. (2003). Algebra in elementary school. In N. Pateman, B. Dougherty, & J. Zilliox (Eds.,). Proceedings. 2003 joint meeting of PME and PME-NA (pp. 127-134). Honolulu, HI: CRDG, College of Education, University of Hawai’i.
  • Carraher, D., Brizuela, B.M., & Earnest, D. (2001). The reification of additive differences in early algebra. In H. Chick, K. Stacey, J. Vincent, & J. Vincent (Eds.), The future of the teaching and learning of algebra: Proceedings of the 12th ICMI Study Conference (vol. 1). Melbourne, Australia: The University of Melbourne, Australia.
  • Nemirovsky, R., Lara-Meloy, T., Earnest, D., & Ribeiro, B. (2001). Videopapers: Investigating new multimedia genres to foster the interweaving of research and teaching. In M. V.D.D. Heuvel-Panhuizen (Ed.) Proceedings for the 25th conference of the International Group for the Psychology of Mathematics Education (pp. 423-430). Utrecht, the Netherlands: Utrecht University.