David Klanderman

Professor of Mathematics; Director of Education Programs

Education

Ph.D., Northern Illinois University, DeKalb, Illinois, 1996
M.S., Northern Illinois University, DeKalb, Illinois, 1993
M.S., Syracuse University, Syracuse, New York, 1990
B.S., Calvin College, Grand Rapids, Michigan, 1988

Associated Academic Programs

Mathematics

“Mathematics provides a way of viewing, analyzing, and interpreting the world. An understanding of mathematics allows people to appreciate beauty, order, and regularity in God’s creation.”

Dr. Dave Klanderman believes that students need to think quantitatively and analyse data in order to fulfill their calling. “So math is an important part of the liberal arts education experience.”

Klanderman hopes that his students complete his courses with a better appreciation about the important role that mathematics and quantitative analyzing data plays in their daily lives and in their vocations.

What drew him to Trinity:

Klanderman came to the College because of its size, which allows for many faculty-student interactions and the potential for collaborative research. “I also appreciated the opportunity and the responsibility to connect my faith with my discipline and my approaches to teaching and learning.”

Research interests:

His research area is mathematics education at all levels, from elementary and middle school to high school and college.

Klanderman has three major goals in his research. “One goal is to research ways that students in grades K-12 learn mathematics, particularly measurement concepts such as length, area, and volume. Second, I look for ways to articulate a Christian perspective in the teaching and learning of mathematics. Finally, I focus on effective ways to teach mathematics at the college level.”

When he’s not teaching:

In addition to spending time with his wife Barbara and two children, Klanderman enjoys singing in his church choir. “For recreation, I walk approximately 20 miles each week. During summer months, I take time to read detective fiction, particularly novels with female detectives and/or written by female authors.” Klanderman is also a champion Scrabble player. “Since middle school, I have played Scrabble, including at a weekly club during high school and in tournaments. I have played volunteers among students and colleagues at Trinity several times over the years at simultaneous exhibitions.”

Courses

Abstract Algebra
Geometry
Methods of Teaching Mathematics in Grades K-9

Blogs and Websites

Trinity Math Triathlons, the annual competitions for students in grades 3-6 and in grades 7-8: http://mathtriathlon.trnty.edu/docmanager.html

Papers and Publications

Boerman-Cornell, B., Klanderman, D., and Schut, A. (in press). Using Harry Potter to Bridge Higher-Dimensionality in Math and High-Interest Literature. Journal of Adolescent and Adult Literacy.

Barrett, J., Cullen, C., Behnke, D., and Klanderman, D. (in press). A Pleasure to Measure: Learning Activities for Kindergarten through Grade 5. Reston, VA: National Council of Teachers of Mathematics.

Clements, D., Barrett, J., Sarama, J., Cullen, C., Van Dine, D., Eames, C., Kara, M., Miller, A., KIanderman, D., and Vuckovich, M. (in press). Measurement in Early and Elementary Education. Monograph for publication by the Journal for Research in Mathematics Education. (I am listed as a coauthor of chapters 2, 5, 6 and 9 which deal, respectively, with length in grades K-5, area in grades 2-5, area in grades K-5, and volume measurement by students in grades 2 through 5).

Klanderman, D., Webster Moore, M., Maxwell, M., and Robbert, S. (2013). Creating Problems and Their Solutions: Service Learning Through Trinity Mathematics Triathlons, Math Nights, and Math Centers. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23(6), 563-571.

Klanderman, D. and Robbert, S. (2012). Review of Mathematics Through the Eyes of Faith by James Bradley and Russell Howell and A Certain Ambiguity: A Mathematical Novel by Gaurav Suri and Hartosh Singh Bal. Christian Scholar’s Review, 41(4), 401-405.

Barrett, J., Sarama, J., Clements, D., Cullen, C., McCool, J., Witkowski-Rumsey, C., and Klanderman, D. (2012). Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study to Mathematical Thinking and Learning. Mathematical Thinking and Learning. 14(1), 28-54.

Barrett, J., Sarama, J., Clements, D., Cullen, C., Klanderman, D., Miller, A., and Rumsey, C. (2011) Children’s unit concepts in Measurement: A teaching experiment spanning grades 2 through 5. ZDM – The International Journal on Mathematics Education. 43(5), 637-650. (Note: ZDM = Zentralblatt für Didaktik der Mathematik)

Bradley, J., Busch, A., Klanderman, D., Ricketts, E., and Talsma, G. (2007). Kuyers Mathematics Online (chapters 3 and 4). These lesson units are published electronically at the following website: www.pedagogy.net/math/

Klanderman, D. & Barrett, J. (2006). A Christian constructivist? The impact of worldview on learning theories and the mathematics education research community. In Journal of the Association of Christians in the Mathematical Sciences. http://www.acmsonline.org/journal2006.htm

Barrett, J. E., Clements, D. H., Klanderman, D., Pennisi, J., Polaki, M. V. (2006). Students’ coordination of geometric reasoning and measuring strategies on a fixed perimeter task: Developing mathematical understanding of linear measurement. Journal for Research in Mathematics Education, 37(3),187-221.

Hines, E., Klanderman, D., and Khoury, H. (2001). The tabular mode: Not just another way to represent a function. School, Science, and Mathematics, 101(7), 362-371.

Klanderman, D. (2001). Teaching and learning of mathematics: The influence of constructivism and a Christian response. In J. Bradley and R. Howell (Eds.) Mathematics in a Postmodern Age: A Christian Perspective (338-359). Downers Grove, IL: InterVarsity Press.

Billings, E. & Klanderman, D. (2000) Graphical representations of speed: Obstacles preservice teachers experience. School, Science, and Mathematics, 100(8), .440-450.

+ Expertise

Dr. Dave Klanderman believes that students need to think quantitatively and analyse data in order to fulfill their calling. “So math is an important part of the liberal arts education experience.”

Klanderman hopes that his students complete his courses with a better appreciation about the important role that mathematics and quantitative analyzing data plays in their daily lives and in their vocations.

What drew him to Trinity:

Klanderman came to the College because of its size, which allows for many faculty-student interactions and the potential for collaborative research. “I also appreciated the opportunity and the responsibility to connect my faith with my discipline and my approaches to teaching and learning.”

Research interests:

His research area is mathematics education at all levels, from elementary and middle school to high school and college.

Klanderman has three major goals in his research. “One goal is to research ways that students in grades K-12 learn mathematics, particularly measurement concepts such as length, area, and volume. Second, I look for ways to articulate a Christian perspective in the teaching and learning of mathematics. Finally, I focus on effective ways to teach mathematics at the college level.”

When he’s not teaching:

In addition to spending time with his wife Barbara and two children, Klanderman enjoys singing in his church choir. “For recreation, I walk approximately 20 miles each week. During summer months, I take time to read detective fiction, particularly novels with female detectives and/or written by female authors.” Klanderman is also a champion Scrabble player. “Since middle school, I have played Scrabble, including at a weekly club during high school and in tournaments. I have played volunteers among students and colleagues at Trinity several times over the years at simultaneous exhibitions.”

+ Courses, Publications & Research

Courses

Abstract Algebra
Geometry
Methods of Teaching Mathematics in Grades K-9

Blogs and Websites

Trinity Math Triathlons, the annual competitions for students in grades 3-6 and in grades 7-8: http://mathtriathlon.trnty.edu/docmanager.html

Papers and Publications

Boerman-Cornell, B., Klanderman, D., and Schut, A. (in press). Using Harry Potter to Bridge Higher-Dimensionality in Math and High-Interest Literature. Journal of Adolescent and Adult Literacy.

Barrett, J., Cullen, C., Behnke, D., and Klanderman, D. (in press). A Pleasure to Measure: Learning Activities for Kindergarten through Grade 5. Reston, VA: National Council of Teachers of Mathematics.

Clements, D., Barrett, J., Sarama, J., Cullen, C., Van Dine, D., Eames, C., Kara, M., Miller, A., KIanderman, D., and Vuckovich, M. (in press). Measurement in Early and Elementary Education. Monograph for publication by the Journal for Research in Mathematics Education. (I am listed as a coauthor of chapters 2, 5, 6 and 9 which deal, respectively, with length in grades K-5, area in grades 2-5, area in grades K-5, and volume measurement by students in grades 2 through 5).

Klanderman, D., Webster Moore, M., Maxwell, M., and Robbert, S. (2013). Creating Problems and Their Solutions: Service Learning Through Trinity Mathematics Triathlons, Math Nights, and Math Centers. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23(6), 563-571.

Klanderman, D. and Robbert, S. (2012). Review of Mathematics Through the Eyes of Faith by James Bradley and Russell Howell and A Certain Ambiguity: A Mathematical Novel by Gaurav Suri and Hartosh Singh Bal. Christian Scholar’s Review, 41(4), 401-405.

Barrett, J., Sarama, J., Clements, D., Cullen, C., McCool, J., Witkowski-Rumsey, C., and Klanderman, D. (2012). Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study to Mathematical Thinking and Learning. Mathematical Thinking and Learning. 14(1), 28-54.

Barrett, J., Sarama, J., Clements, D., Cullen, C., Klanderman, D., Miller, A., and Rumsey, C. (2011) Children’s unit concepts in Measurement: A teaching experiment spanning grades 2 through 5. ZDM – The International Journal on Mathematics Education. 43(5), 637-650. (Note: ZDM = Zentralblatt für Didaktik der Mathematik)

Bradley, J., Busch, A., Klanderman, D., Ricketts, E., and Talsma, G. (2007). Kuyers Mathematics Online (chapters 3 and 4). These lesson units are published electronically at the following website: www.pedagogy.net/math/

Klanderman, D. & Barrett, J. (2006). A Christian constructivist? The impact of worldview on learning theories and the mathematics education research community. In Journal of the Association of Christians in the Mathematical Sciences. http://www.acmsonline.org/journal2006.htm

Barrett, J. E., Clements, D. H., Klanderman, D., Pennisi, J., Polaki, M. V. (2006). Students’ coordination of geometric reasoning and measuring strategies on a fixed perimeter task: Developing mathematical understanding of linear measurement. Journal for Research in Mathematics Education, 37(3),187-221.

Hines, E., Klanderman, D., and Khoury, H. (2001). The tabular mode: Not just another way to represent a function. School, Science, and Mathematics, 101(7), 362-371.

Klanderman, D. (2001). Teaching and learning of mathematics: The influence of constructivism and a Christian response. In J. Bradley and R. Howell (Eds.) Mathematics in a Postmodern Age: A Christian Perspective (338-359). Downers Grove, IL: InterVarsity Press.

Billings, E. & Klanderman, D. (2000) Graphical representations of speed: Obstacles preservice teachers experience. School, Science, and Mathematics, 100(8), .440-450.