Lindsay Reiten

Contact Information

Education

• Ph.D. (Curriculum and Instruction), University of Wisconsin-Madison
• M.S.E. (Mathematics), University of Wisconsin-River Falls
• B.A. (Mathematics), Luther College

Professional/Academic Experience

• 2022-Present: Associate Professor, University of Northern Colorado
• 2017-2022: Assistant Professor, University of Northern Colorado
• 2013-2016: Research Assistant, University of Wisconsin-Madison
• 2012-2017: Teaching Assistant, University of Wisconsin-Madison
• 2010-2012: Lecturer, North Dakota State University
• 2005-2010: Secondary Mathematics Teacher, Irmo Middle School
• 2003-2005: Secondary Mathematics Teacher, Tashkent International School

Research/Areas of Interest

A constant theme throughout my research relates to supporting middle and high school mathematics teachers as they engage students in rich mathematics. Thus far, my research has investigated teacher moves for supporting student reasoning (e.g., Ellis, Özgür, & Reiten, 2019), explored teachers’ implementation of technology-based tasks while participating in professional development (e.g., Reiten, 2021, 2020, 2018) and investigated teachers’ enacted mathematical knowledge for teaching (e.g., Troudt, Reiten, & Novak, 2020). From these three diverse but connected projects focusing on teachers, I am beginning to explore how mathematics teachers support content-language integration (i.e., the simultaneous development of content knowledge and language), particularly for multilingual students. 

Publications/Creative Works

• Troudt, M., Reiten, L., & Novak, J. (2024). Emergent mathematical worlds from teacher knowing in whole class discourse: Using an enactivist lens on the teaching of exponential functions. Journal of Mathematics Teacher Education. https://doi.org/1007/s10857-023-09610-6
• Reiten, L. (2021). Professional development supporting teachers’ implementation of virtual manipulatives. Contemporary Issues in Technology and Teacher Education-Mathematics, 21(3). https://citejournal.org/volume-21/issue-3-21/mathematics/professional-development-supporting-teachers-implementation-of-virtual-manipulatives/ 
• Reiten, L. (2020). Challenges influencing secondary mathematics teachers' transition towards teaching with virtual manipulatives. In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.), Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1926-1930). 
• Troudt, M., Reiten, L. & Novak, J. (2020). Experienced secondary teachers' decisions to attend to the independent variable in exponential functions. In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.), Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 820-828) 
• Reiten, L. (2020). Why and how secondary mathematics teachers implement virtual manipulatives. Contemporary Issues in Technology and Teacher Education-Mathematics, 20(1), 55-84. https://citejournal.org/volume-20/issue-1-20/mathematics/why-and-how-secondary-mathematics-teachers-implement-virtual-manipulatives/  
•  Reiten, L. (2018). Teachers' implementation of virtual manipulatives after participating in professional development. In T. E. Hodges, G. J. Roy, & A. M. Tymniski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1251-1254). Greenville, SC: University of South Carolina & Clemson University. 
•  Troudt, M., Parker, C., Seehausen, A. T., Morgan, M., Reiten, L., Novak, J. (2018). High School Teachers' Mathematical Knowledge for Teaching Exponential Functions: MKT as Decision-Making. In T. E. Hodges, G. J. Roy, & A. M. Tymniski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 512-515). Greenville, SC: University of South Carolina & Clemson University. 
•  Reiten, L. (2018). Teaching WITH (not near) technology. Mathematics Teacher, 112(3), 228-235. 
•  Ellis, A.B., Özgür, Z., Reiten, L. (2019). Teacher moves for supporting student reasoning. Mathematics Education Research Journal, 31, 107-132. https://doi.org/10.1007/s13394-018-0246-6  
  Reiten, L. (2018). Promoting Student Understanding Through Virtual Manipulatives. Mathematics Teacher, 111(7), 545-548. (Click here for paper.) 
• Reiten, L. (2018). Teaching WITH (not near) virtual manipulatives. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1826-1835). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/182776/. 
• Strachota, S., & Reiten, L. (2017). Fostering productive statistical skepticism. Mathematics Teacher, 111(3), 222-224. (Click here for paper.) 
• Fonger, N.L., Reiten, L., Strachota, S., & Özgür, Z. (2017). Engaging in research: Why? How? Now! Mathematics Teacher, 110(6), 462-465. 

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