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Ph.D., Educational Psychology, University of Wisconsin-Madison
M.S., Educational Psychology, University of Wisconsin-Madison
B.A., Psychology, Dartmouth College
My research interests focus on understanding and promoting professional development opportunities for teachers. I also study children’s mathematical thinking, and research in this area forms the basis of my professional development work with teachers. I am particularly interested in designing, facilitating, and studying professional development that involves long-term collaborations with teachers and schools. These research interests build on my graduate studies in which I worked on the Cognitively Guided Instruction (CGI) project at the University of Wisconsin-Madison.
Studying Teachers' Evolving Perspectives (STEP): A Cross-Sectional Snapshot of Teachers Engaged in Sustained Professional Development Focused on Children's Mathematical Thinking
National Science Foundation (ESIE Teacher Professional Continuum Program) (2005 -2010)
Randolph Philipp and Victoria Jacobs
Our goal is to begin to map a trajectory for the evolution of elementary school teachers engaged in sustained professional development focused on children's mathematical thinking. (Web page)
Using Problem-Solving Interviews as a Tool for Teachers' Professional Development
National Council of Teachers of Mathematics (Edward G. Begle Grant) (2002-2004)
Victoria Jacobs, Cathy Bullock, Cristi Cunningham, Julie Kusiak and Linda Verga
Investigation of elementary school teachers' questioning skills in eliciting, supporting, and extending children's mathematical thinking in one-on-one problem-solving interviews.
Preparing Elementary Teachers to Help Students Shift from Arithmetic to Algebraic Reasoning
National Science Foundation (ESIE Teacher Enhancement Program) (2000-2004)
Thomas P. Carpenter, Megan Loef Franke and Victoria Jacobs
Designed and evaluated professional development materials intended to help K-6 teachers foster classroom opportunities that enable children to move from arithmetic thinking to algebraic reasoning.
Providing "Invitations to Learn" to Elementary Mathematics Teachers
National Science Foundation (POWRE Program) (2000-2002)
Investigated the conceptualization and implementation of school-based, teacher-directed professional development.
Empson, S. B. & Jacobs, V. R. (in press). Learning to listen to children's mathematics. In D. Tirosh & T. Wood (Eds.), International handbook of mathematics teacher education: Vol. 2: Tools and processes in mathematics teacher education. Rotterdam, The Netherlands: Sense Publishers.
Jacobs, V. R. & Ambrose, R. C. (in press). Making the most of story problems. Teaching Children Mathematics.
Jacobs, V. R., Franke, M. L., Carpenter, T. P., Levi, L., & Battey, D. (2007). Professional development focused on children’s algebraic reasoning in elementary school. Journal for Research in Mathematics Education, 38(3), 258-288.
Jacobs, V. R., & Kusiak, J. (2006). Got tools? Exploring children's use of math tools during problem solving. Teaching Children Mathematics, 12, 470-477.
Jacobs, V. R., Ambrose, R. C., Clement, L., & Brown, D. (2006). Using teacher-produced videotapes of student interviews as discussion catalysts. Teaching Children Mathematics, 12, 276-281.
Jacobs, V. (2004). Introduction [Introduction to Chapter 11: Using knowledge of children's mathematics thinking in classroom teaching: An experimental study]. In T. P. Carpenter, J. Dossey, & J. Koehler (Eds.), Classics in mathematics education research (Vol. 1) (p. 134). Reston, VA: National Council of Teachers of Mathematics.
Jacobs, V. R., & Philipp R. A. (2004). Mathematical thinking: Helping prospective and practicing teachers focus. Teaching Children Mathematics, 11, 194-201.