Michelle Zandieh


WANNER 240J 6073 S Backus Mall Mesa, AZ 85212

Mail code: 2780Campus: Poly

Michelle Zandieh is a Professor at Arizona State University whose research focuses on the teaching and learning of undergraduate mathematics courses such as linear algebra, geometry and calculus. She is an author of over 30 journal articles and book chapters and has been funded as a principle investigator on National Science Foundation grants since 2001. Since 2007, most of her funding has contributed to the development of the InquiryOriented Linear Algebra (IOLA) curriculum; aspects of the curriculum have now been used by instructors at over 60 universities.
Ph.D. in Mathematics, Oregon State University, Corvallis, OR, 1997. Research area: Mathematics Education.
M.S. in Mathematics, Oregon State University, Corvallis, OR, 1989.B.A. in Mathematics and Geology, Northwestern University, Evanston, IL, 1987.
Research Gate URL: https://www.researchgate.net/profile/MichelleZandieh
Hausberger, H., Zandieh, M., & Fleischmann, Y P. (2021) Abstract and Linear Algebra. In DurandGuerrier, V., Hochmuth, R., Nardi, E. & Winsløw, C. (Eds.), Research and Development in University Mathematics Education (pp. 147168). New Perspectives on Research in Mathematics Education  ERME series. Routledge. https://doi.org/10.4324/9780429346859
Adiredja, A., & Zandieh, M. (2020). Everyday examples in linear algebra: Individual and collective creativity. Journal of Humanistic Mathematics. 10(2), 4075. DOI: 10.5642/jhummath.202002.05.
Adiredja, A., & Zandieh, M. (2020). The lived experience of linear algebra: A counterstory about women of color in mathematics. Educational Studies in Mathematics. Online first. DOI 10.1007/s10649020099543
Adiredja, A., BelangerRioux, R., & Zandieh, M. (2020). Everyday examples from students: An antideficit approach in the classroom. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies. 30(5), 520538. DOI 10.1080/10511970.2019.1608609.
Stewart, S., AndrewsLarson, C., Zandieh, M. (2019). Linear algebra teaching and learning: Themes from recent research and evolving research priorities. ZDM Mathematics Education, 51(7), 1017–1030. DOI 10.1007/s11858019011041.
Zandieh, M., & AndrewsLarson, C. (2019). Symbolizing while solving linear systems. ZDM Mathematics Education, 51(7), 1183–1197. DOI 10.1007/s11858019010833.
Zandieh, M., Adiredja, A., & Knapp, J. (2019). Exploring everyday examples to explain basis: Insights into student understanding from students in Germany. ZDM Mathematics Education, 51(7), 1153–1167. DOI 10.1007/s1185801901033z.
Wawro, M., Watson, K., & Zandieh, M. (2019). Student understanding of linear combinations of eigenvectors. ZDM Mathematics Education, 51(7), 11111123. DOI 10.1007/s11858018010228.
Zandieh, M., & Knapp, J. (2018). Metonymy and metaphor: How language can impact understanding of mathematical concepts (Part II). MathAMATYC Educator, 9(3), 2126.
Zandieh, M., & Knapp, J. (2018). Metonymy and metaphor: How language can impact understanding of mathematical concepts (Part I). MathAMATYC Educator, 9(2), 2327.
Bouhjar, K., Haider, M., AndrewsLarson, C., & Zandieh, M. (2018). Examining students' procedural and conceptual understanding of eigenvectors and eigenvalues in the context of inquiryoriented instruction. In Stewart, S., AndrewsLarson, C., Berman, A., & Zandieh, M. (Eds.), Challenges and strategies in teaching linear algebra (pp. 193216). Berlin: Springer.
Hauk, S., Rasmussen, C., Infante, N.E., Lockwood, E., Zandieh, M., Brown, S., Lai, Y., Hsu, P. (2018) Research in collegiate mathematics education. In Deines, A., Ferrero, D., Graham, E., In M., Manore, C., & Price, C. (Eds.), AWMRS 2017: Advances in the Mathematical Sciences (pp. 245268). Association for Women in Mathematics Series, (v15). Springer.
Plaxco, D., Zandieh, M., & Wawro, M. (2018). Stretch directions and stretch factors: A sequence intended to support guided reinvention of eigenvector and eigenvalue. In Stewart, S., AndrewsLarson, C., Berman, A., & Zandieh, M. (Eds.), Challenges and strategies in teaching linear algebra (pp. 175192). Berlin: Springer.
Stewart, S., AndrewsLarson, C., Berman, A., & Zandieh, M. (Eds.). (2018) Challenges and strategies in teaching linear algebra (ICME13 Monographs). Berlin: Springer.
Zandieh, M., Ellis, J., & Rasmussen, C. (2017). A characterization of a unified notion of mathematical function: The case of high school function and linear transformation. Educational Studies in Mathematics, 95:21–38, DOI 10.1007/s1064901697370.
Zandieh, M., Wawro, M., & Rasmussen, C. (2017). An example of inquiry in linear algebra: The roles of symbolizing and brokering, PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 27:1, 96124, DOI: 10.1080/10511970.2016.1199618.
AndrewsLarson, C., Wawro, M., & Zandieh, M. (2017). A Hypothetical Learning Trajectory for Conceptualizing Matrices as Linear Transformations. International Journal of Mathematical Education in Science and Technology, 48:6, 809829, DOI: 10.1080/0020739X.2016.1276225
Bagley, S., Rasmussen, C., & Zandieh, M. (2015). Inverse, composition, and identity: The case of function and linear transformation. Journal of Mathematical Behavior, 37, 3647.
Rasmussen, C., Wawro, M. & Zandieh, M. (2015). Examining individual and collective level mathematical progress. Education Studies in Mathematics, 88(2), 259281.
Selinski, N., Rasmussen, C., Wawro, M., & Zandieh, M. (2014). A methodology for using adjacency matrices to analyze the connections students make between concepts: The case of linear algebra. Journal for Research in Mathematics Education, 45(5), 550583.
Zandieh, M., Roh K., & Knapp, J. (2014). Conceptual blending: Student reasoning when proving “conditional implies conditional” statements. Journal of Mathematical Behavior, 33, 209229.
Larson, C., & Zandieh, M. (2013). “Three interpretations of the matrix equation Ax=b.” For the Learning of Mathematics, 33(2), 1117.
Wawro, M., Rasmussen, C., Zandieh, M., & Larson, C. (2013). Design research within undergraduate mathematics education: An example from introductory linear algebra. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 905925). Enschede, the Netherlands: SLO.
Wawro, M., Rasmussen, C., Zandieh, M., Larson, C., & Sweeney, G. (2012). An inquiryoriented approach to span and linear independence: The case of the magic carpet ride sequence. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 22 (8), 577599.
Zandieh, M., & Rasmussen, C. (2010). Defining as a mathematical activity: A framework for characterizing progress from informal to more formal ways of reasoning. The Journal of Mathematical Behavior, 29, 5775.
Raman Sundström, M. & Zandieh, M. (2009). The case of Brandon: the dual nature of key ideas in the classroom. Nordic Studies in Mathematics Education, 14 (2), 2948.
Rasmussen, C., Zandieh, M., & Wawro, M. (2009). How do you know which way the arrows go? The emergence and brokering of a classroom mathematics practice. In Roth, WM. (Ed.), Mathematical Representations at the Interface of the Body and Culture (pp. 171218). Charlotte, North Carolina: Information Age Publishing.
Zandieh, M., Larsen, S., & Nunley, D. (2008). Proving starting from informal notions of symmetry and transformations. In Carlson, M. & Rasmussen, C. (Eds.), Making the Connection: Research and Teaching in Undergraduate Mathematics (pp. 125137). Mathematical Association of America.
Larsen, S., & Zandieh, M. (2008). Proofs and refutations in the undergraduate mathematics classroom. Educational Studies in Mathematics, 67, 205216.
Zandieh, M., & Knapp, J. (2006). Exploring the role of metonymy in mathematical understanding and reasoning: The concept of derivative as an example. Journal of Mathematical Behavior, 25, 117.
Rasmussen, C., Zandieh, M., King, K. & Teppo, A. (2005). Advancing mathematical activity: A practiceoriented view of advanced mathematical thinking. Mathematical Thinking and Learning, 7, 5173.
Zandieh, M. (2000). A theoretical framework for analyzing student understanding of the concept of derivative. In E. Dubinsky, A. H. Schoenfeld, & J. Kaput (Eds.), Research in Collegiate Mathematics Education IV. (pp. 103127). Providence, RI: American Mathematical Society.
National Science Foundation (NSF) funding
PI (with Dr. Ashish Amresh, ASU coPI; Dr. David Plaxco, Clayton State coPI): SimulationBased InquiryOriented Linear Algebra. NSF. DUE1712524. 8/177/20. ASU funding: $299,999.
PI (for ASU): Collaborative Research: Developing Inquiry Oriented Instructional Materials for Linear Algebra. NSF. DUE1246083. TUESType 1. 6/138/17. Grant. Total funding: $179,948. ASU funding: $47,342.
CoPI (with David Meltzer, PI; Yun Kang, CoPI): WIDER: EAGER: Recognizing, assessing, and enhancing evidencebased instructional practices in STEM at Arizona State University, Polytechnic. NSF. DUE1256333. 9/128/14. $298,352.
PI: Collaborative Research: Investigating Issues of the Individual and the Collective along a Continuum between Informal and Formal Reasoning. NSF REC REESE0634099 Grant. 09/0709/12. Total funding $525,076; ASU funding $267,119.
PI: Developing Frameworks for Student Mathematical Reasoning: The Case of the Undergraduate Transition Courses. NSF Early CAREER0093494 Grant. 8/018/08. $501,247.
CoPI (with Nora Ramirez, PI, and Melinda Rudibaugh, CoPI, of Maricopa CC District): Maricopa Mathematics Mentoring and Renewal. NSF 0101998. 8/017/05. $956,936.
Courses
2024 Summer
Course Number  Course Title 

MTE 795  Continuing Registration 
MTE 792  Research 
MTE 795  Continuing Registration 
MTE 799  Dissertation 
2024 Spring
Course Number  Course Title 

MTE 792  Research 
MTE 795  Continuing Registration 
MAT 493  Honors Thesis 
MAT 492  Honors Directed Study 
MAT 495  Undergraduate Research 
MTE 799  Dissertation 
MAT 499  Individualized Instruction 
MAT 343  Applied Linear Algebra 
MAT 343  Applied Linear Algebra 
MTE 792  Research 
2023 Fall
Course Number  Course Title 

MTE 792  Research 
MTE 795  Continuing Registration 
MTE 792  Research 
MTE 784  Internship 
MTE 799  Dissertation 
2023 Summer
Course Number  Course Title 

MTE 795  Continuing Registration 
MTE 792  Research 
MTE 795  Continuing Registration 
2023 Spring
Course Number  Course Title 

MTE 792  Research 
MTE 795  Continuing Registration 
MAT 493  Honors Thesis 
MAT 492  Honors Directed Study 
MAT 495  Undergraduate Research 
MTE 799  Dissertation 
MTE 799  Dissertation 
MAT 499  Individualized Instruction 
MAT 343  Applied Linear Algebra 
MAT 343  Applied Linear Algebra 
2022 Fall
Course Number  Course Title 

MTE 792  Research 
MTE 795  Continuing Registration 
MTE 784  Internship 
MAT 495  Undergraduate Research 
MTE 799  Dissertation 
MAT 499  Individualized Instruction 
MAT 343  Applied Linear Algebra 
MAT 310  Introduction to Geometry 
2022 Summer
Course Number  Course Title 

MTE 792  Research 
MTE 795  Continuing Registration 
MTE 792  Research 
MTE 795  Continuing Registration 
MAT 499  Individualized Instruction 
2022 Spring
Course Number  Course Title 

MTE 792  Research 
MAT 343  Applied Linear Algebra 
MAT 310  Introduction to Geometry 
MAT 493  Honors Thesis 
MAT 492  Honors Directed Study 
MAT 495  Undergraduate Research 
MTE 799  Dissertation 
MTE 799  Dissertation 
MTE 784  Internship 
MAT 499  Individualized Instruction 
MTE 792  Research 
2021 Fall
Course Number  Course Title 

MTE 792  Research 
MTE 792  Research 
MTE 784  Internship 
MAT 343  Applied Linear Algebra 
MAT 343  Applied Linear Algebra 
MAT 495  Undergraduate Research 
MTE 799  Dissertation 
MAT 499  Individualized Instruction 
2021 Summer
Course Number  Course Title 

MTE 792  Research 
MTE 792  Research 
2021 Spring
Course Number  Course Title 

MTE 792  Research 
MAT 343  Applied Linear Algebra 
MAT 310  Introduction to Geometry 
MAT 493  Honors Thesis 
MAT 492  Honors Directed Study 
MAT 495  Undergraduate Research 
MTE 799  Dissertation 
MTE 799  Dissertation 
MTE 784  Internship 
2020 Fall
Course Number  Course Title 

MTE 792  Research 
MTE 792  Research 
MAT 343  Applied Linear Algebra 
MAT 343  Applied Linear Algebra 
MAT 495  Undergraduate Research 
MTE 799  Dissertation 
2020 Summer
Course Number  Course Title 

MTE 792  Research 
MTE 792  Research 
2020 Spring
Course Number  Course Title 

MTE 792  Research 
MAT 343  Applied Linear Algebra 
MAT 310  Introduction to Geometry 
MAT 495  Undergraduate Research 
2019 Fall
Course Number  Course Title 

MTE 792  Research 
MAT 343  Applied Linear Algebra 
MAT 343  Applied Linear Algebra 
2019 Spring
Course Number  Course Title 

MTE 792  Research 
MTE 799  Dissertation 
MAT 343  Applied Linear Algebra 
MAT 310  Introduction to Geometry 
 Zandieh, Michelle. Mathematical reasoning as seen through the lens of conceptual blending. Conference on Research in Undergraduate Mathematics Education (Feb 2007).
 Zandieh, Michelle, Connor, E, Rasmussen, C. Mathematical knowledge for teaching: The case of complex numbers. Conference on Research in Undergraduate Mathematics Education (Feb 2007).
 Zandieh, Michelle, Larsen, C, Rasmussen, C, Nelipovich, J. Modeling perspectives in linear algebra. Conference on Research in Undergraduate Mathematics Education (Feb 2007).
 Zandieh, Michelle. Is the derivative a function? Natural language structures that enhance and hinder student understanding. Conference on Integrating Science and Mathematics Education Research into Teaching (Jun 2006).
 Larsen, S, Zandieh, Michelle. The role of proof in the process of defining. TwentySeventh Annual Meeting of PMENA (North American Chapter of the International Group for the P (Oct 2005).
 Megowan, C, Zandieh, Michelle. A case of distributed cognition (or, many heads make light work?). TwentySeventh Annual Meeting of PMENA (North American Chapter of the International Group for the P (Oct 2005).
 Clark, P, Zandieh, Michelle. The teacher as a broker in a classroom community of practice. TwentySeventh Annual Meeting of PMENA (North American Chapter of the International Group for the P (Oct 2005).
 Zandieh, Michelle. Symmetry in Navajo and Hopi designs. A full day workshop for Korean high school and middle school teachers at Arizona State University (Jul 2005).
 Larsen, S, Zandieh, Michelle. Proving things are mathematically "the same" and defining mathematical "sameness" or ? how chickens and eggs may evolve reflexively. Conference on Research in Undergraduate Mathematics Education (Feb 2005).
 Knapp, J, Zandieh, Michelle. Examples as Tools for Understanding Proof in Geometry. 26th Annual Meeting of PMENA (North American Chapter of the International Group for the Psychology (Oct 2004).
 Rettke, L, Zandieh, Michelle, Knapp, J. Overcoming Difficulties with Proof as a Group. TwentySixth Annual Meeting of PMENA (North American Chapter of the International Group for the Psy (Oct 2004).
 Zandieh, Michelle, Larsen, S, Nunley, D. Mathematizing Intuitive Notions of Symmetry and Transformations for use in More Formal Reasoning. TwentySixth Annual Meeting of PMENA (North American Chapter of the International Group for the Psy (Oct 2004).
 Zandieh, Michelle. Triangles on the plane and the sphere. A full day workshop for Korean high school and middle school teachers (Aug 2004).
 Zandieh, Michelle, Larsen, S, Nunley, D. Mathematizing notions of symmetry using transformations. Conference on Research in Undergraduate Mathematics Education (Oct 2003).
 Zandieh, Michelle. Graduate programs in mathematics education at Arizona State University. Presentation to a oneday conference for Arizona High School Teachers (Jul 2003).
 Zandieh, Michelle. What does it mean to understand the concept of derivative?. Two interactive presentations for MTE 598, Issues in the Teaching and Learning of Calculus (Jun 2003).
 Zandieh, Michelle, Nunley, D. Proof eliciting problems and reasoning with transformations. Research Council on Mathematics Learning (Mar 2003).
 Zandieh, Michelle. Exploring the role of metonymy in mathematical understanding and reasoning: the concept of derivative as an example. TwentyFourth Annual Meeting of PMENA, (North American Chapter of the International Group for the Psychology of Mathematics Education) (Oct 2002).
 Zandieh, Michelle, Nunley, D. Transformational reasoning as a tool for mathematical thinking. Arizona Educational Research Association Annual Conference (Oct 2002).
 Zandieh, Michelle. Transformational reasoning as a tool for defining, conjecture and proof. Joint Mathematics Meetings contributed paper session of the SIGMAA on Research in Undergraduate Mathematics Education (Jan 2002).
 Zandieh, Michelle. 'Are all derivatives that, slope?' A case study of Ingrid. Eisenhower sponsored workshop for middle and high school mathematics teachers (Jun 2001).
 Zandieh, Michelle, Rassmussen, C. Progressive mathematization: The case of defining. Roundtable session at AERA (American Educational Research Association) (Apr 2001).
 Zandieh, Michelle, Rassmussen, C. Defining as a mathematical activity: A realistic mathematics analysis. TwentySecond Annual Meeting of PMENA, (North American Chapter of the International Group for the Psychology of Mathematics Education) (Oct 2000).
 Zandieh, Michelle, Rassmussen, C, King, K, Teppo, A. Advanced mathematical thinking: Aspects of student mathematical activity. TwentySecond Annual Meeting of PMENA, (North American Chapter of the International Group for the Psychology of Mathematics Education) (Oct 2000).
 Zandieh, Michelle, Jacobs, A. The case of Brad: Clarity about rate of change; Confusion about change. Fifth Annual Conference on Research in Undergraduate Mathematics Education (Sep 2000).
 Zandieh, Michelle. Metaphor and metonymy in a structured framework for the concept of derivative. Metaphor as a Theory of Learning, Conference on Research in Undergraduate Mathematics Education (Jul 2000).
 Zandieh, Michelle. Defining as a mathematical activity: A realistic mathematics analysis. Teaching Undergraduate Geometry Conference (Jun 2000).
 Zandieh, Michelle. A theoretical framework for analyzing student understanding of derivative. Presentation to a visiting working group on student understanding of functions and calculus (Feb 2000).