Barbara Kinach


7271 E. Sonoran Arroyo Mall Santa Catalina Hall 350A Mesa, AZ 85212

Mail code: 2680Campus: Poly

Barbara Kinach, Ed.D., is an associate professor of mathematics education in the Mary Lou Fulton Teachers College at Arizona State University. She teaches mathematics and mathematics methods courses at the undergraduate and graduate levels to elementary, middle grades, and secondary preservice teachers. The design research she conducts in the mathematics methods courses she teaches centers on the tasks of mathematics teacher preparation. She is interested in the role manipulatives, engineering prototyping, and other visual representations can play in transforming preservicw teachers' procedural understanding of mathematics and preferences for direct instruction into inductiveinquiry methods of learning and teaching. Known for her studies of PCK development through her cognitive strategy (IACTS, 2002), Dr. Kinach also studies the transition to symbolization in algebra learning and the potential of semiotics and Peircean diagrammatic reasoning for teaching teachers how to sequence and link learning tasks from concrete to abstract in the symbolic STEM disciplines to foster deep learning in these fields.
 Ed.D. Harvard University 1992, Teaching Curriculum & Learning Environments
 M.A. University of CaliforniaBerkeley 1998, History and History of Science
 M.S.T. Boston College 1972, Mathematics Education
 B.A. SUNY CollegeCortland 1970, Mathematics/Secondary Education
 What role do manipulative, inquirybased mathematicsmethods course tasks play in developing preservice teachers’ (1) understanding of abstract mathematical concepts and processes and (2) mindset toward mathematics and their ability to do and teach it in meaningful ways?
 What tasks and pedagogy support preservice teachers’ process of learning to teach inquirybased mathematics generally?
 What role might learning trajectories play in preservice teacher learningtoteach specific mathematical domains such as introductory algebra, integer concepts/operations, and proof?
Ali, H., Kinach, B. M., & Lande, M. (2019). Innovating scaffolded prototyping for design education: toward a conceptual framework derived from mathematics pedagogy. Paper to be presented at the International Group for the Psychology Of Mathematics Education – North American Chapter. St. Louis, Mo. November 1417, 2019.
Ali, H., Lande, M., & Kinach, B. M. (2019). Learning through stuff: Scaffolded prototyping with manipulatives as a means to effectively learn engineering design by navigating from the concrete to the abstract. Paper presented at the Clive L. Dym Mudd Design Workshop XI. Design Education & Practice “How Process Matters,” Harvey Mudd College, 30 May – 1 June.
Kinach, B.M. (2019). Inquirybased mathematics teaching: Does it really take too much time? OnCore: Journal of the Arizona Association of Teachers of Mathematics 1(1): 15 – 21.
Kinach, B.M. (2018). Progressive visualization tasks and semiotic chaining for mathematics teacher preparation: Towards a conceptual framework. In Presmeg, N., Radford, L., Roth, W.M., and Kadunz, G., Signs of signification: Semiotics in mathematics education research (235255). Heidelberg, Germany: Springer Verlag.
Kinach, B. M., Bismarck, S., & Salem, W. (2018). Activities and a cognitive pedagogy for fostering prospective teachers’ concept‐development practices in mathematics methods courses. In Kastberg, S. E., Tyminski, A. M., Lischka, A. E., and Sanchez, W. B. (Eds.) Building Support For Scholarly Practices In Mathematics Methods. A Volume in the Association of Mathematics Teacher Educators Professional Book Series. Charlotte, NC: Information Age Publishing and Association of Mathematics Teacher Educators.
Merritt, J. D., Lee, M. Y., Rillero, P., & Kinach, B. M. (2017). ProblemBased Learning in K–8 Mathematics and Science Education: A Literature Review. Interdisciplinary Journal of ProblemBased Learning, 11(2). Available at: https://doi.org/10.7771/15415015.1674
Kinach, B. M., Polasky, S., & Darwin, M. (2017). ASU Brings a STEM Focus to Elementary Teacher Preparation. 100kin10 Website https://grandchallenges.100kin10.org/progress/asubringsastemfocustoelementaryteacherpreparation
Kinach, B. M. (2014). Generalizing: The core of algebraic thinking. Mathematics Teacher 107(6): 432439.
Kinach, B. M., Coulson, A., & Luther, D. (2014). Visualization as learning tool: What should prospective teachers know and teacher educators teach? In P. Liljedahl & C. Nicols (Eds.). Proceedings of the International Group for the Psychology of Mathematics Education (26). Vancouver, Canada: University of British Columbia.
Kinach, B. M. (2013). Discovery activity design. On Core: Journal of the Arizona Association of Teachers of Mathematics 1(1): 40 – 48.
Kinach, B. M. (2011). Transformative tasks in algebra teacher preparation. In T. Lamburg, (Ed.). Proceedings of the International Group for the Psychology of Mathematics Education North American Chapter (14161423). Reno, NV: University of Nevada.
Kinach, B. M. (2011). Fostering spatial thinking in geometry teaching. Mathematics Teacher, 105(7): 534540.
Kinach, B. M. (2010). How the brain learns mathematics, by D. A. Sousa. The Journal of Educational Research, 103(05), 368369.
Kinach, B. M. (2002). Understanding and learningtoexplain by representing mathematics: Epistemological dilemmas facing teacher educators in the secondary mathematics "methods" course. Journal of Mathematics Teacher Education 5(2): 134.
Kinach, B. M. (2002). A cognitive strategy for developing prospective teachers' pedagogical content knowledge in the secondary mathematics methods course: Toward a model of effective practice. Teaching and Teacher Education 18(1): 5171.
Kinach, B. M. (2001). Teaching critical thinking through cultural perspective taking: Potential insights for the Asian critical thinking movement from multicultural education reform in the United States. Manusya: Journal of Humanities 1(2): 181204.
Kinach, B. M. (2001). Case studies of subjectmatter preparation reform in U.S. preservice teacher education. The Alberta Journal of Educational Research XLVII(1): 8790.
Kinach, B. M. (2001). Assessing, challenging, and developing prospective teachers' pedagogical content knowledge and beliefs: A role for instructional explanations. In Tamar Ariav, Anat Keinan, & Ruth Zuzovsky (Eds.), The Ongoing Development of Teacher Education: Exchange of Ideas. Tel Aviv, Israel: The Mofet Institute..
Kinach, B. M. (1996). Logical trick or mathematical explanation? Renegotiating the epistemological stumbling blocks of preservice teachers in the secondary mathematics methods course. Proceedings of the Eighteenth Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education, Volume 2 (414420). Columbus, OH: Ohio State University.
Kinach, B. M. (1995). Grounded theory as scientific method: A response to Haig on educational research methodology. Philosophy of Education 1995. Urbana, IL: University of Illinois Urbana Champaign.
Kinach, B. M. (1993). Solving linear equations physically. In Christian R. Hirsch & A. Robert Laing (Eds.), Activities for active learning and teaching: Selections from the Mathematics Teacher. Reston, VA: National Council of Teachers of Mathematics.
Kinach, B. M., & Moore, C. A. (1992). Teacher education: An integrative and interdisciplinary model for linking the liberal arts and the profession (Special issue: Creative Visions of Teacher Education). Action in Teacher Education XIV(1): 2634.
Kinach, B. M., & Moore, C. A. (1991). Science: A pedagogical tool for developing critical thinking. Inquiry: Critical Thinking Across the Disciplines, 57,13.
Kinach, B. M., & Moore, C. A. (1994). Knowledge and the curriculum: Epistemological considerations for teacher education reform. International Network of Philosophers of Education Papers of the Fourth Biennial Conference: Identity, Culture and Education, 1720 August 1994, Leuven, Belgium, 396397.
Kinach, B. M., & Moore, C. A. (1990). Linking the liberal arts and the professions: An integrative and interdisciplinary approach. In Sally J. Reithlingshoefer, (Ed.), What If the University Took Learning Seriously: Selected Papers from the Eighth Annual Conference on NonTraditional and Interdisciplinary Programs. Virginia: George Mason University, 204209.
Kinach, B. M., & Phillips, C., French, D., Goldring, N., Ward, R. B., & Spindel, J. (1983). Choices: A Unit on Conflict and Nuclear War. Washington, D.C.: National Education Association, Union of Concerned Scientists, and Massachusetts Teachers Association.
 Embodied STEM Learning Across TechnologyBased Learning Environments. NSFEHR(8/15/2010  7/31/2016). Johnson,Mina Catherine*, Campana,Ellen, Coleman, Grisha, Glenberg,Arthur Mitchell, Kelliher,Aisling G, Kinach,Barbara, Megowan,Colleen, Savenye,Wilhelmina C, Tinapple,David A.
Courses
2023 Fall
Course Number  Course Title 

MTE 485  Tchg Middle Gr Early Sec Math 
EED 412  Mathematics in Elem Schools 
2023 Spring
Course Number  Course Title 

MTE 485  Tchg Middle Gr Early Sec Math 
2022 Fall
Course Number  Course Title 

EED 412  Mathematics in Elem Schools 
SPE 410  Mathematics in Elem Schools 
MTE 485  Tchg Middle Gr Early Sec Math 
2022 Spring
Course Number  Course Title 

MTE 482  Mthds Teaching Math Sec School 
MTE 412  Mathematics in Elem Schools 
2021 Fall
Course Number  Course Title 

EED 537  K8 Math Methods & Assessment 
2021 Spring
Course Number  Course Title 

MTE 482  Mthds Teaching Math Sec School 
2020 Fall
Course Number  Course Title 

EED 537  Math Methods & Assessment 
SED 560  Teaching Math with Technology 
2020 Spring
Course Number  Course Title 

MTE 482  Mthds Teaching Math Sec School 
2019 Fall
Course Number  Course Title 

EED 537  Math Methods & Assessment 
EED 537  Math Methods & Assessment 
2019 Spring
Course Number  Course Title 

MTE 482  Mthds Teaching Math Sec School 
EED 537  Math Methods & Assessment 