Sharon McCrone

Sharon McCrone

Associate Dean, CEPS
Professor
Phone: (603) 862-3537
Office: CEPS Dean's Office, Kingsbury Hall Room W283, Durham, NH 03824
Websites:

<p>Dr. McCrone has been teaching and researching in mathematics educaiton for over 25 years. Her research focus has included student and teacher understanding of mathematical proving and reasoning, teacher preparation in advanced mathematics, and using proof as a lens for teaching secondar school mathematics.&nbsp;</p>
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<p>Dr. McCrone's research began with investigating the development of mathematical discourse in classrooms. This perspective contributed to all future research endeavors.</p>
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<p>Since 2018, Dr. McCrone has served as the Associate Dean for Academics in the College of Engineering and Physical Sciences at the University of New Hampshire.&nbsp;</p>

Education

  • Ph.D., Mathematics Education, University of New Hampshire
  • M.S., Mathematics, University of New Hampshire
  • A.B., Mathematics, Dartmouth College

Research Interests

  • Mathematics Education

Selected Publications

  • Buchbinder, O., & McCrone, S. (2020). Preservice teachers learning to teach proof through classroom implementation: Successes and challenges. JOURNAL OF MATHEMATICAL BEHAVIOR, 58. doi:10.1016/j.jmathb.2020.100779

  • Buchbinder, O., & McCrone, S. (2019). Opportunities to Engage Secondary Students in Proof Generated by Pre-service Teachers. In http://sigmaa.maa.org/rume/RUME22_Proceedings.pdf (pp. 76-83). Oklahoma City, OK. Retrieved from http://sigmaa.maa.org/rume/RUME22_Proceedings.pdf

  • O'Hanlon, W. A., Barker, D. D., Langrall, C. W., Dossey, J. A., McCrone, S. M., & El-Zanati, S. I. (2015). Mathematics Research Experiences for Preservice Teachers: Investigating the Impact on Their Beliefs. In DOING THE SCHOLARSHIP OF TEACHING AND LEARNING IN MATHEMATICS (pp. 171-179). Retrieved from https://www.webofscience.com/

  • McCrone, S., O'Hanlon, W., Barker, D., Langrall, C., Dossey, J., & El-Zanati, S. (2014). The role of beliefs in the scholarship of teaching and learning. In C. Bennett, & J. Dewar (Eds.), Case Studies in the Science of Teaching and Learning in Mathematics (pp. 171-182). Washington, DC: Mathematical Association of America. Retrieved from http://www.maa.org/

  • Stylianou, D. A., Blanton, M. L., & Knuth, E. J. (Eds.) (2010). Teaching and Learning Proof Across the Grades. Routledge. doi:10.4324/9780203882009

  • McCrone, S., King, J., Orihuela, Y., & Robinson, E. (2010). Focus in High School Mathematics: Reasoning and Sense Making in Geometry. Reston, VA: National Council of Teachers of Mathematics. Retrieved from http://www.nctm.org/

  • McCrone, S. M. S., & Martin, T. S. (2009). Formal Proof in High School Geometry Student Perceptions of Structure, Validity, and Purpose. In TEACHING AND LEARNING PROOF ACROSS THE GRADES (pp. 204-221). Retrieved from https://www.webofscience.com/

  • Martin, T. S., McCrone, S. M. S., Bower, M. L. W., & Dindyal, J. (2005). The Interplay of Teacher and Student Actions in the Teaching and Learning of Geometric Proof. Educational Studies in Mathematics, 60(1), 95-124. doi:10.1007/s10649-005-6698-0

  • McCrone, S. M. S., & Martin, T. S. (2004). Assessing High School Students’ Understanding of Geometric Proof. Canadian Journal of Science, Mathematics and Technology Education, 4(2), 223-242. doi:10.1080/14926150409556607

  • Buchbinder, O., & McCrone, S. (2022, February 2). Guiding principles for teaching mathematics via reasoning and proving.. In Proceedings of the 12th Congress of European Research Society in Mathematics Education (CERME12) (pp. 9 pages). Retrieved from https://hal.archives-ouvertes.fr/hal-03746878

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  • Most Cited Publications