Sharon McCrone

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

The UNH Robert Noyce Teacher Scholarship Program – with Neil Portnoy (mathematics), Dawn Meredith (physics), Judy Robb (science education), and Orly Buchbinder (mathematics education) -
Learning Mathematics Through Teaching – with Tim Fukawa-Connelly (Drexel University), Neil Portnoy, Brian Gleason (Nevada State College), Karen Graham, and May Chaar (graduate research assistant) -

An Investigation of Pedagogical Factors Influencing Student Understanding of Geometric Proof – with Tami Martin
A Model Teacher-Scholar Program in Secondary Mathematics – with Saad El-Zanati
REU Site: Mathematics Research Experience for Pre-service and In-Service Teachers – with Saad El-Zanati and David Barker -
Mathematical Modeling as Teacher Preparation – with John Dossey and Frank Giordano


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

Research Interests

  • Mathematics Education

Courses Taught

  • MATH 601/801: Exploring Math for Teachers I
  • MATH 821: Number Systems for Teachers
  • MATH 968: Topics Mathematics Education I
  • TECH 400: Introduction to CEPS Programs

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, February 27). Opportunities to Engage Secondary Students in Proof Generated by Pre-service Teachers. In (pp. 76-83). Oklahoma City, OK. Retrieved from

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

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

Teaching and Learning Proof Across the Grades (n.d.). . 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

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

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

Fifty, D., Buchbinder, O., & McCrone, S. (n.d.). Sociomathematical norms revealed during a Precalculus breaching instructional activity.. In the 41st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME - NA) (pp. 1 page). St. Louis, MI.

Most Cited Publications